UNIVERSITY  OF  CALIFORNIA 
AT  LOS  ANGELES 


UNIVERSITY  of  CALIFORNIA 

AT 

LOS  ANGELES 
LIBRARY 


A  PATHFINDER 

IN 

AMERICAN    HISTORY 


FOR   THE   USE    OF  TEACHERS,   NORMAL 

SCHOOLS,  AND   MORE  MATURE 

PUPILS  IN  GRAMMAR 

GRADES 


WILBUR   F.   GORDY 

PRINCIPAL  NORTH  SCHOOL,  HARTFORD,  CONN. 
AND 

WILLIS   I.   TWITCHELL 

PRINCIPAL  ARSENAL  SCHOOL,  HARTFORD,  CONN. 

COMPLETE 
Two  Parts  in   One  Volume 

BOSTON 

LEE  AND   SHEPARD   PUBLISHERS 

10      MILK      STREET 


A  Pathfinder  in  American  History 


For  the  use  of    Teachers   and   Normal   Schools 


Complete  in  One  Volume.     Cloth  .     .    $1.20  net 
In  separate  parts 

Part    I.     Cloth 60  net 

Part  II.     Cloth      .  -  .90  net 


LEE    AND     SHEPARD    Publishers    Boston 


COPYRIGHT,  1893,  BY  LEE  AND  SHEPARD 


All  Rights  Reserved 


A  PATHFINDER  IN  AMERICAN  HISTORY. 
COMPLETE. 


A  PATHFINDER 


IX 


AMERICAN   HISTORY 

.riNORMALSCHl 

LOB  AHGttCDCk  -:-  OAU 


W.   F.   GORDY 


W.   I.   TWITCHELL 

PRINCIPAL   ARSENAL  GRAMMAR   SCHOOL   HARTFORD   CONN. 


BOSTON 
LEE    AND    SHEPARD    PUBLISHERS 

10   MILK   STREET 


COPYRIGHT,  1892,  BY  LEE  AND  SHEPAED 

All  nights  Reserved 
A  PATHFINDER  IN  AMERICAN  HISTORY 


TYPE-SOTTING  AND  ELECTBOTYl'INO  BY 

C.  J.  PETEBS  &  SON,  BOSTON. 


S.  J.  PARKIIIU,  &  Co.,  PRINTERS. 


2117 


PREFACE  TO   PART   I. 


IN  placing  this  little  book  before  the  great  body  of 
American  teachers,  the  authors  hope  to  meet  a  long-felt 
need.  During  the  last  ten  years  an  intelligent  patriotism 
has  found  emphatic  expression  in  public  opinion,  and  this 
public  opinion  is  making  itself  felt  in  our  common  schools. 
It  demands  an  American  flag  in  every  school-yard  ;  it  de- 
mands everywhere  systematic  and  thorough  training  for 
American  manhood  and  womanhood.  Teachers  have  been 
quick  to  respond  to  this  "demand  and  have  given  their 
faithful  efforts  to  mapping  out  and  putting  into  successful 
operation  a  plan  of  work  in  American  history  for  primary, 
intermediate,  and  lower  grammar  grades. 

Many  difficulties  have  arisen,  not  the  least  of  which  has 
been  the  lack  of  a  reliable  guide  to  the  best  literature  on 
this  subject.  Fortunately  for  the  good  cause,  however, 
those  who  have  been  on  the  lookout  for  this  literature  have 
found  it  richly  supplied  from  the  pens  of  many  able 
writers.  The  Pathfinder  tells  what  this  literature  is,  where 
it  can  be  found,  and  what  it  costs. 

The  references  have  been  made  with  painstaking  care 
by  two  practical  teachers  who  have  for  years  been  giv- 
ing careful  thought  to  this  subject.  While  these  refer- 
ences are  not  exhaustive,  they  include,  we  believe,  the  best 
children's  books  on  this  subject. 

But  we  not  only  point  out  the  right  material ;  we  also 
ill 


iv  PREFACE    TO    PART    I. 

try  to  show  how  it  can  be  used  to  the  best  advantage. 
We  do  not  suggest  the  introduction  of  a  new  study.  On 
the  contrary,  our  aim  is  to  explain  how,  by  a  wise  consoli- 
dation, history  can  be  combined  with  language,  reading, 
literature,  and  geography,  with  a  positive  gain  to  these 
studies.  Our  plan  then  will  not,  in  a  certain  sense, 
take  time.  It  will  save  it.  We  therefore  call  special  at- 
tention to  the  suggestions  found  in  the  introductory  essay 
as  to  the  methods  of  teaching  our  national  history  in  all  its 
elementary  stages,  from  the  lowest  primary  to  the  higher 
grammar  grades. 

We  mention  the  following  additional  points  :  — 

1.  The  special  reference  list  for  first,  second,  and  third 
years. 

2.  The  outline  of  a  course  in  supplementary  reading. 

3.  A  list  of  important  anniversaries  and  some  sample 
anniversary  exercises. 

4.  Famous  sayings  of  eminent  men,  which  will  be  excel- 
lent for  memorizing  and  for  use  in  opening  exercises. 

5.  Outlines  of  topics  for  the  various  years. 

6.  The   suggestions   on  the  grouping  method,   warmly 
commended  to  the  thoughtful  consideration  of  all  teachers. 
It  is  a  departure  from  the   traditional   way  of  confining 
children  in  any  given  year  to  a  certain  period  or  periods. 
We  will  not  here  discuss  the  question  further,  but  hope 
the  readers  of  the  Pathfinder  will  examine  our  reasons  for 
adopting  the  grouping  system,  which  will,  we  believe,  prove 
of  great  value  wherever  it  may  be  faithfully  tried.     This  is 
not  a  matter  of  theory  with  the  authors,  for  they  have,  in 
their  own  work,  demonstrated  the  practical  value  of  all 
they  suggest. 

7.  Lists   containing   titles,   publishers,    and   prices    of 
books. 


PREFACE    TO    PART    I.  V 

8.  A  short  list  of  the  first  books  to  buy.     This  will  be  a 
safe  guide  to  those  whose  library  fund  is   small   and  who 
must  therefore  exercise  great  care  in  buying. 

9.  A  glimpse  at  the  poetry,  fiction,  and  biography  bear- 
ing upon  American  history. 

We  believe  the  book  covers  a  field  hitherto  unexplored 
in  a  systematic  way,  and  that  it  will  aid  parents  in  the 
guidance  of  their  children's  reading  quite  as  much  as  it 
will  serve  the  special  purpose  for  which  it  was  written. 

In  looking  up  so  many  references,  we  have  doubtless 
made  some  mistakes,  and  should  be  grateful  to  have  such 
mistakes  pointed  out  by  our  readers. 

Part  II.,  which  will  soon  be  placed  in  the  hands  of  the 
public,  will  take  up  the  text-book,  and  will  try  to  show 
what  to  teach  and  how  to  teach  it.  Here,  too,  the  bibli- 
ography of  the  subject  will  receive  special  consideration, 
and  the  relation  of  the  history  of  America  to  its  physical 
geography  and  to  the  contemporaneous  history  of  trans- 
atlantic States  will  find  a  prominent  place  in  the  book. 

THE  AUTHORS. 
HARTFORD,  CONN.,  July  13, 1892. 


CONTENTS 

PART  I. 

PAGE 

PREFACE  TO  PART  I iii 

INTRODUCTION ix 

THE  EDUCATIONAL  VALUE  OF  THE  STORY 3 

WHERE  TO  BEGIN 6 

THE  USE  OF  PICTURES 8 

GROUPING  TOPICS 9 

GROUPING  METHOD  ILLUSTRATED 9 

MANNERS  AND  CUSTOMS 12 

LOCAL  HISTORY 13 

SUPPLEMENTARY  READING 14 

READING  AND  THE  READING  BOOK 17 

PATRIOTIC  POEMS 19 

GEOGRAPHY  AND  HISTORY 20 

LANGUAGE  AND  HISTORY 23 

A  COURSE  OF  SUPPLEMENTARY   READING   IN   UNITED  STATES 

HISTORY 30 

IMPORTANT  ANNIVERSARIES 31 

EXERCISE  FOR  FOREFATHERS'  DAY 36 

EXERCISE  FOR  FLAG  DAY,  JUNE  14 37 

FAMOUS  SAYINGS  OF  EMINENT  MF.N c  40 


PAGE 

TOPICS 43 

GROUPS  AND  TOPICS  RECOMMENDED  FOR  THIRD  YEAR      .  44 

GROUPS  AND  TOPICS  RECOMMENDED  FOR  FOURTH  YEAR   .  45 

GROUPS  AND  TOPICS^  RECOMMENDED  FOR  FIFTH  YEAR      .  47 

GROUPS  AND  TOPICS  RECOMMENDED  FOR  SIXTH  YEAR      .  49 

HISTORY  FOR  PRIMARY  GRADES 51 

PREPARATORY  WORK  IN  HISTORY 56 

LIST  OF  REFERENCE  BOOKS 91 

A  GLIMPSE  AT   THE    LITERATURE   BEARING   UPON   AMERICAN 

HISTORY 97 

A  FEW  OF  OUR  NOTED  PATRIOTIC  POEMS 100 

BOOKS  TO  BUY  FIRST .     .     .  101 


INTRODUCTION 
PART  I. 

FROM  1855  to  1890  11,168,385  immigrants  flocked  to 
our  shores,  and  this  number  would  be  swelled  to  still 
vaster  proportions  did  it  include  foreigners  coming  to 
us  from  Mexico  and  the  Dominion  of  Canada  since  1885. 
From  1880  to  1890  5,246,613  came  to  us,  and  from  June 
30,  1890,  to  June  30,  1891,  we  received  from  foreign  lands 
405,654  men,  women,  and  children,  including  a  large 
number  of  the  lowest  grade  of  intelligence  and  morals. 
A  great  part  of  these  people,  crowding  into  our  cities,  fall 
into  the  hands  of  politicians,  and  become  the  ready  tools 
of  demagogues  who  use  them  to  defeat  the  purposes  of 
honest  government.  The  results  are  perfectly  natural. 
We  have  not  been  able  to  assimilate  this  material  into 
our  body  politic,  and  the  strain  upon  our  republican  insti- 
tutions has  been  so  tremendous  that  municipal  govern- 
ment has  proved  a  dismal  failure.  The  Mafia  episode  in 
New  Orleans  illustrates  in  a  striking  way  the  truth  of  this 
statement.  A  score  of  such  incidents  might  easily  be 
cited ;  among  them,  the  disturbances  caused  by  the  anar- 
chists of  Chicago,  and  by  the  miners  in  the  coke  regions 
of  Pennsylvania.  It  is  needless  to  recall  them.  The 
danger  signal  is  ahead,  and  even  the  most  optimistic 
ix 


X  INTRODUCTION 

among  us  know  that  we  have  reached  a  critical  period 
in  our  national  history. 

Another  class  of  facts  quite  as  significant  to  those  who 
take  a  special  interest  in  the  great  social  and  political 
problems  of  our  day  is  that  which  relates  to  the  average 
time  pupils  remain  in  our  public  schools.  After  the  most 
persevering  efforts  it  has  been  impossible  to  get  at  accu- 
rate statistics  on  this  point.  The  following,  however,  can- 
not be  far  from  true,  when  the  entire  country  is  taken 
into  account.  One-half  of  the  pupils  who  enter  school 
in  the  first  primary  grade  leave  at  ten  years  of  age ;  three- 
fourths  of  them  at  eleven  years ;  and  nineteen  out  of 
every  twenty  do  not  enter  the  High  School. 

That  these  two  classes  of  facts  have  an  important  bear- 
ing on  the  kind  of  work  to  be  done  in  our  public  schools 
needs  no  discussion.  It  rests  with  our  great  system  of 
public  instruction  to  give  thorough  training  for  intelligent 
citizenship,  without  which  republican  institutions  are  a 
mockery  and  delusion.  This  may  be  trite,  but  it  ought 
to  be  emphatically  repeated,  for  our  schools  are  not  doing 
what  they  should  in  acquainting  the  young  with  the 
character  of  the  institutions  by  which  they  are  governed, 
and  which  they  will  soon  be  expected  to  uphold  and 
sustain. 

France  and  Germany  give  much  time  to  the  teaching  of 
national  history  in  the  lower  grades.  They  do  it  in  self- 
defence,  knowing  that  by  this  training  their  boys  and 
girls  are  developing  an  intelligent  patriotism  which  in  a 


INTRODUCTION  xi 

few  years  will  yield  an  abundant  return.     If  our  republic 
would  retain  its  strength,  let  it  do  the  same. 

In  the  course  of  study  in  nearly  all  our  schools  we 
find  in  grades  below  the  grammar  no  reference  whatever 
to  work  whose  specific  aim  is  to  acquaint  the  pupil  with 
the  history  of  the  country  he  lives  in.  We  teach  him  to 
an  unreasonable  extent  about  certain  names  he  finds 
on  his  maps,  and  which  he  knows  as  names  of  capes, 
towns,  islands,  rivers,  mountains,  and  seas,  located  in 
various  far-away  and  dimly  understood  regions  of  this 
big  world  of  ours.  But  the  history  of  his  native  land, 
the  lives  of  his  countrymen  whose  bravery  and  patriot- 
ism would  inspire  and  ennoble  his  own  life  —  all  this 
is  left  until  he  reaches  the  higher  grades  of  the  gram- 
mar school.  As  we  have  already  seen,  seventy-five  out 
of  every  hundred  the  country  over  never  reach  these 
grades  at  all.  So  they  go  out  into  the  world  to  shoulder 
the  responsibilities  of  citizenship  without  having  gained 
from  their  school  life  that  which  would  be  of  untold 
benefit  to  them  in  interpreting  the  meaning  of  their 
political  environment.  If  their  good  fortune  enables 
them  to  reach  the  grammar  grade,  they  spend  a  single 
year,  or  perhaps  two,  in  memorizing  the  dry  details  to  be 
found  in  some  condensed  record  made  up  largely  of  wars 
and  dates.  Such  work  may  strengthen  the  memory,  but 
it  stifles  the  imagination  and  deadens  the  enthusiasm 
that  might  be  felt  in  studying  life-like  pictures  of  men 
and  manners  of  bygone  days. 


Xll  INTRODUCTION 

Fortunately,  this  state  of  things  is  not  true  of  all  our 
schools,  but  there  can  be  no  doubt  that  it  is  true  in  a  large 
measure  of  the  greater  part.  That  such  a  condition  exists 
is  very  remarkable  when  we  consider  the  purpose  for  which 
the  public  schools  were  founded.  It  is  unnecessary  to 
state  what  that  purpose  was.  We  all  believe  alike  that  our 
system  of  education  is  the  great  mainstay  of  the  republic. 
We  expect  the  schools  to  make  of  our  boys  and  girls 
loyal  men  and  women  ;  citizens  whose  devotion  to  the 
public  weal  will  be  unselfish  and  true  ;  Americans  who  will 
breathe  a  lofty  American  spirit.  The  great  duty  of  the 
hour,  then,  is  to  fill  the  youth  of  our  land  with  genuine 
Americanism  ;  and  the  sooner  we  bring  them  into  sympa- 
thetic touch  with  American  ideas,  with  American  men  and 
women  of  the  past,  with  American  institutions  of  the  past 
and  present,  the  sooner  we  shall  fit  them  to  enjoy  that 
rich  inheritance  our  New  England  forefathers,  liberty- 
loving  to  the  last,  left  for  them  to  enjoy.  Unquestionably 
the  importance  of  American  history  demands  that  it  shall 
find  a  place  in  the  first  year  of  the  child's  school  life,  and 
that,  in  a  systematic  way,  the  work  there  inaugurated 
shall  be  faithfully  followed  out  until  the  higher  grammar 
grades  have  been  reached. 


A 
PATHFINDER   IN  AMERICAN    HISTORY 

FOR   USE   IN   SCHOOLS 


THE  EDUCATIONAL  VALUE  OF  THE  STORY 


In  the  first  and  second  years  simple  anecdotes 
should  be  read  or  told  to  the  pupils.  As  the  main  thing 
to  be  kept  in  mind  here  is  to  interest  the  children,  these 
anecdotes  should  deal,  for  the  most  part,  with  that 
which  is  extraordinary  or  full  of  adventure.  They  should 
furnish  pointed  examples  of  heroism,  kindness,  unselfish- 
ness, self-control,  courage,  patriotism,  devotion  to  right 
and  duty,  love  of  truth  and  justice,  and  so  forth. 

Please  note  that  no  mention  is  to  be  made  of  time  or 
place,  as  chronology  and  geography  belong  to  a  later 
stage.  Nor  is  it  desirable  that  all  of  the  characters  or 
incidents  be  taken  up  in  regular  order. 

Children  of  the  age  we  have  in  mind  can  have  only  the 
most  rudimentary  ideas  of  time  and  space  relations.  Of 
course  it  is  easy' to  tell  them  the  date  of  any  event,  and 
teach  them  to  associate  the  idea^with  it.  But  1492,  1607, 
and  1620  are  altogether  without  meaning,  because  the 
child  can  know  nothing  of  the  ideas  here  symbolized. 
"  Yesterday,"  "  last  week,"  "  last  year,"  appeal  to  him ; 
but  the  expression  "  one  hundred  years  ago  "  is  as  mean- 
ingless as  the  inscriptions  on  the  Babylonian  monuments. 


4  A    PATHFINDER    IN    AMERICAN    HISTORY 

These  stories  and  incidents  may  be  taken  up  in  chrono- 
logical order,  if  the  teacher  prefers.  Such  a  course  can 
do  the  children  no  harm.  But  their  little  brains  should 
not  be  forced  to  puzzle  over  dates. 

The  object  should  be  to  enliven  the  interest  of  the 
children  by  making  as  vivid  as  possible  characteristic 
incidents  in  the  lives  of  those  who  have  found  a  worthy 
place  in  the  annals  of  their  time.  It  matters  not,  then, 
in  what  order  these  incidents  may  be  given,  nor  is  it 
of  importance  how  much  of  all  this  simple  material 
each  child  may  remember.  Children  at  this  stage  take  in 
far  more  than  they  can  tell ;  so  do  mature  minds  when 
dealing  with  the  highest  and  noblest  in  literature.  The 
best  impressions  received  from  reading  Carlyle  or  Emer- 
son men  and  women  find  it  impossible  to  express  in  lan- 
guage. The  subtle  and  spiritualizing  influences  of  such 
thoughts  find  appropriate  expression  only  in  life  and 
character. 

The  educational  value  of  these  stories  does  not  depend 
upon  their  literal  accuracy.  The  incident  of  William  Tell 
and  the  apple  loses  none  of  its  force  because  scholarly 
critics  have  led  us  gravely  to  doubt  that  William  Tell  ever 
lived.  Whether  he  lived  or  not,  the  Swiss  love  of  free- 
dom and  bitter  disdain  of  Austrian  tyranny  did  live. 
William  Tell  merely  impersonates  the  spirit  of  liberty 
that  dwelt  in  those  hardy  mountaineers.  All  the  marvel- 
lous stories  told  of  Robert  Bruce  and  William  Wallace 
may  not  embody  historical  facts,  but  in  a  higher  sense 


THE  EDUCATIONAL  VALUE  OF  THE  STORY     5 

they  are  true,  because  they  illustrate  the  spirit  of  the  Scot- 
tish people  stoutly  resisting  English  encroachments. 

It  has  been  urgently  claimed  that  the  incident  so  beau- 
tifully described  in  "  Barbara  Frietchie  "  never  took  place, 
and  the  critic  who  revels  in  prosaic  fact-lore  has  found  in 
the  claim  something  to  make  glad  the  heart.  But  this 
inspiring  poem  has  its  deep  significance  in  what  it  sym- 
bolizes. When  General  Lee  with  his  "  famished  rebel 
horde"  marched  "over  the  hills  of  Maryland"  he  ex- 
pected to  find  an  enthusiastic  welcome.  He  thought  the 
stirring  notes  of  "  Maryland,  my  Maryland "  would  be 
accompanied  by  the  tramp  of  brave  Marylanders  hurry- 
ing to  join  his  army.  Keen  was  his  disappointment  to 
find  loyalty  to  the  Union  and  enthusiastic  devotion  to  the 
stars  and  stripes.  Barbara  Frietchie,  "  bowed  with  her 
four-score  years  and  ten,"  merely  impersonates  this  spirit 
of  patriotism  that  drove  back  the  distinguished  Southern 
general  from  Northern  soil.  Whittier  has  immortalized 
in  words  that  warm  our  hearts  to-day  that  love  for  the 
Union  which  made  it  impossible  for  General  Lee  to  carry 
out  his  plans  north  of  the  Potomac  in  1862. 

Drums  and  trumpets,  fifes  and  bugles,  muskets  and 
cannon,  campaigns  and  armies,  merely  symbolize  the 
great  spiritual  forces  residing  in  the  men  and  women  of 
any  time.  The  best  myths  and  stories  of  any  age  and 
country  are  those  that  impersonate  in  heroic  characters 
the  spiritual  forces  peculiar  to  that  age  and  country. 
This  fact  has  given  the  myth  its  significance  in  the  his- 


6  A    PATHFINDER    IN    AMERICAN    HISTORY 

tory  and  literature  of  every  nation.  It  is  for  this  reason 
the  Iliad  and  the  Odyssey  have  been  called  the  Greek 
Bibles. 

We  must  discriminate,  however,  between  historic  and 
poetic  truth  ;  between  history  and  poetry  or  fiction.  To 
understand  the  history  of  any  period  we  need  to  know 
far  more  than  the  outward  events  that  seem  to  have  been 
brought  about  by  statesmen  and  warriors.  We  must  inter- 
pret the  meaning  of  these  events.  We  must  find  out  what 
were  the  moving  forces  that  then  animated  men.  The 
best  poetry  and  fiction  does  this  for  us  and  thus  preserves, 
in  an  artistic  form,  what  is  in  the  highest  and  best  sense 
true  of  any  nation  or  period.  As  to  the  names  of  the 
characters  selected  to  typify  and  illustrate  these  great 
truths,  and  as  to  the  literal  accuracy  of  the  incidents  that 
may  be  associated  with  these  characters,  it  matters  little. 
The  duty  of  poetry  and  fiction  is  performed  when  they 
acquaint  us  with  the  living  realities  which  they  seek  to 
symbolize  in  language  and  song. 


WHERE   TO    BEGIN 

We  are  to  begin  at  once,  then,  to  cultivate  in  the 
child  a  warm  interest  in  that  which  will  inspire  him  now 
and  add  to  his  patriotism  later  on.  If  he  is  more  inter- 
ested in  the  early  life  of  Abraham  Lincoln  than  in  the 


WHERE   TO    BEGIN  7 

romantic  adventures  of  Columbus  or  Pizarro,  begin  there. 
If  he  enjoys  the  simple  stories  of  Barbara  Frietchie  and 
Eddy  the  drummer-boy,  more  than  the  recital  of  Paul 
Revere's  ride,  by  all  means  yield  to  his  preference.  But 
let  the  work  be  done  as  carefully,  as  systematically,  as 
faithfully, as  the  work  in  reading  and  number.  Of  course 
it  will  have  to  take  the  form  of  language  lessons,  in  which 
for  a  long  time  the  teacher  will  do  nearly  all  the  talking. 
Little  should  be  expected  from  the  children  at  first,  but 
they  will  grow  rapidly,  and  will  in  time  give  back  nearly 
all  they  hear.  Many  of  the  stories  should  be  told,  some 
should  be  read.  The  book,  if  well  selected,  will  tell  the 
story  in  language  very  different  from  that  which  the 
teacher  uses,  and  it  is  important  that  the  children  should 
soon  begin  to  be  made  acquainted  with  such  literary  form 
of  expression. 

We  wish  to  caution  teachers,  however,  against  doing 
very  much  of  this  reading  during  the  first  two  years.  By 
far  the  greater  number  of  anecdotes  and  incidents  should 
be  told.  Everything  will  depend,  too,  upon  the  way  in 
which  the  telling  is  done.  The  teacher  herself  must  feel 
a  deep  interest  if  she  would  arouse  any  enthusiasm  among 
her  pupils.  The  pupils  readily  catch  the  spirit  of  an 
earnest  teacher  in  this  as  in  every  other  subject. 


A    PATHFINDER    IN    AMERICAN    HISTORY 


THE   USE   OF    PICTURES 

Very  free  use  of  pictures  during  these  first  two 
years,  and  in  the  subsequent  grades  also,  is  enthusiasti- 
cally recommended,  since  frequently  an  excellent  picture 
expresses  more  than  pages  of  printed  description.  Eg- 
gleston's  histories,  it  is  well  known,  are  unrivalled  in  this 
field,  especially  when  manners  and  social  life  are  con- 
sidered. But  as  regards  the  anecdotes  themselves,  Pratt's 
American  History  Stories,  Eggleston's  First  Book  in 
American  History,  Wright's  Children's  Stories  in  American 
History,  Wright's  Children's  Stories  of  American  Progress, 
Oilman's  Historical  Readers,  and  Montgomery's  Leading 
Facts  in  American  History,  contain  most  of  what  is 
needed.  For  the  first  two  years  Monroe's  Story  of  Our 
Country,  Pratt's  little  volumes  and  Eggleston's  First  Book 
will  furnish  nearly  all  that  is  really  necessary  for  the 
work,  which  will  prove  by  no  means  difficult  to  any  aver- 
age teacher.  Certainly  as  a  means  of  language  teaching, 
were  we  thinking  only  of  pure  language,  nothing  could 
give  more  satisfactory  results.  A  single  half  hour  a  week 
will  be  ample  time  to  devote  to  this  line  of  work  in  the 
primary  grades. 


GROUPING  METHOD  ILLUSTRATED 


GROUPING  TOPICS 

In  the  third  year  the  work  may  rightly  begin  to  take 
on  a  wider  scope.  We  can  now,  in  a  very  simple  way  of 
course,  begin  to  touch  upon  great  movements,  still  stripped 
of  geography  and  chronology  ;  but  in  the  main  we  must 
confine  ourselves  to  biography,  for  it  is  the  human  element 
that,  in  the  boy  as  well  as  in  the  man,  awakens  interest. 
In  the  selection  of  topics,  however,  a  little  more  method 
should  be  used  than  in  the  first  two  years.  We  recom- 
mend that  from  this  point  on  to  the  time  when  the  text- 
book is  reached  the  topics  be  divided  into  five  groups,  and 
that  these  topics  be  taken  up  in  chronological  order.  The 
following  are  the  groups  we  have  selected  :  — 

1.  Explorers  and  Discoverers. 

2.  Colonization. 

3.  The  Last  French  War  and  the  Revolution. 

4.  The  Republic  from  1789  to  1820. 

5.  The  Republic  from  1820  to  1865. 


GROUPING   METHOD    ILLUSTRATED 

Something  should  be  done  with  each  one  of 
these  five  groups  every  year,  in  order  that  the  boy 
who  leaves  school  early  in  life  may  learn  at  least  a  little 
about  each  of  the  leading  epochs  of  our  national  history. 


IO  A    PATHFINDER    IN    AMERICAN    HISTORY 

If  the  teacher  prefers,  he  may  select  only  one  or  two 
topics  from  each  group,  since  these  will  easily  serve  as 
types  for  all  the  rest.  Bearing  in  mind  constantly  that 
those  topics  are  to  be  preferred  that  will  kindle  the  most 
enthusiasm,  the  aim  should  be  so  to  interest  the  chil- 
dren that  they  will  in  time  be  eager  to  read  for  themselves 
more  about  the  period  they  may  have  in  hand.  The 
result,  with  the  average  boy,  will  be  highly  satisfactory, 
for  he  will  develop  an  appetite  for  biography,  history,  and 
books  of  travel,  and  will  unconsciously  store  away  moral 
strength  for  a  future  day  of  usefulness.  There  is  no 
doubt  that  the  topics  can  be  treated  so  simply  that  chil- 
dren will  thoroughly  understand  and  enjoy  them.  No 
attempt  at  anything  more  than  the  most  sketchy  work 
should  be  thought  of.  A  few  seeds  lodged  in  the  chil- 
dren's hearts  will  bring  forth  much  fruit  in  later  years. 

In  the  fourth  year  geography  should  be  begun.  The 
method  of  topic  grouping  for  the  fourth  year  will  be 
better  understood,  perhaps,  by  a  reference  to  group  2, 
which  deals  with  colonization.  The  thirteen  colonies 
naturally  divide  themselves  into  three  sections,  the  New 
England,  the  Middle,  and  the  Southern.  Massachusetts 
is  selected  to  represent  the  New  England  group,  Virginia 
to  represent  the  Southern,  and  Pennsylvania  or  New 
York  to  represent  the  Middle  Colonies.  When  the  pupil 
gets  a  fairly  good  idea  of  colonial  life  in  any  one  of  these 
representative  colonies,  he  will  have  an  intelligent  notion 
of  the  section  itself.  To  the  possible  objection  that  there 


GROUPING 'METHOD    ILLUSTRATED  II 

will  not  be  time  at  this  stage  to  learn  something  about 
each  one  of  these  typical  colonies,  it  is  suggested  that  two 
only  be  taken  up,  and  if  there  is  not  sufficient  time  to 
learn  something  of  two,  touch  upon  one  only.  The  thing 
insisted  upon  here  is  that  in  every  year  the  boy  shall  learn 
something  about  colonization,  and  whether  he  takes  one 
type  for  a  given  group,  or  more  than  one,  is  immaterial. 
That  will  be  a  question  for  the  teacher  to  decide  in  each 
case.  That  which  most  truly  succeeds  in  stimulating 
a  desire  to  know,  and  in  arousing  the  keenest  interest, 
will  determine  for  the  teacher  the  right  plan  to  follow. 

Since  the  course  here  marked  out  assumes  that  the 
children  are  six  years  old  when  they  enter  upon  it,  they  are 
in  their  tenth  year  when  the  fourth  year  work  is  begun, 
and  they  will  absorb  these  live  facts  with  eagerness  and 
rapidity.  They  are  not  prepared  to  dig  deep  into  the 
logic  of  historic  development,  but  they  are  prepared  to 
skim  over  the  surface  and  cull  out  material  here  and  there 
which  will  be  invaluable  to  them  in  later  years  when  the 
relation  of  cause  and  effect  has  for  them  a  distinct  mean- 
ing. Our  purpose  is  to  give  them  a  few  interesting  facts 
about  a  great  many  things,  as  we  well  know  that  what  they 
learn  under  the  best  of  teachers  is  very  little  compared 
with  what  they  will  acquire  by  their  own  reading,  if  once 
they  learn  to  read  for  themselves.  Whatever  is  most  con- 
ducive to  such  an  end  is  most  serviceable  to  them ;  for  it 
cannot  be  too  strongly  emphasized  that  it  is  not  cramming 
indiscriminate  facts  into  children's  memories  that  devel- 


12  A   PATHFINDER   IN   AMERICAN    HISTORY 

ops  strong  intellectual  and  moral  fibre.  The  spiritual 
must  grow  with  the  intellectual.  The  real  teacher  is  one 
who  can  inspire  as  well  as  instruct,  and  he  can  find  no 
better  test  of  his  skill  than  is  to  be  found  in  this  historical 
work. 


MANNERS  AND   CUSTOMS 

Manners  and  customs  should  find  a  prominent  place, 
because  in  this  way  history  is  made  vivid  and  picturesque. 
Nothing  will  stimulate  the  imagination  more  nor  give  a 
richer  setting  for  sterner  facts  than  an  acquaintance  with 
the  life  and  society  of  earlier  times.  Eggleston,  Scudder, 
Higginson,  McMaster,  and  other  excellent  writers  have 
given  us  charming  pictures  of  the  old  colonial  days,  and 
he  would  be  an  unusual  boy  who  would  not  revel  in  the 
study  of  the  quaint  and  curious  customs  of  the  past.  The 
children  should  be  led  to  associate,  in  imagination,  with 
the  stern  New  England  Puritan,  with  his  intolerant  but 
self-sacrificing  spirit,  the  jolly  old  Dutchman,  taking  life 
easily  and  smoking  his  social  pipe,  and  the  extravagant 
and  hospitable  Virginian,  lording  it  over  a  hundred  slaves 
on  a  vast  plantation.  Lead  the  pupil  vividly  to  imagine 
the  houses  and  furniture  of  these  men ;  what  they  ate 
an4  drank ;  how  they  dressed ;  how  they  travelled ;  their 
churches  and  church-services ;  their  wedding  and  funeral 
customs;  and  so  on.  These  things  will  clothe  skeleton 
facts  with  life  and  color. 


LOCAL    HISTORY  13 


LOCAL  HISTORY 

It  is  not  necessary  to  dwell  upon  the  reasons  for  doing 
something  every  year  with  the  State  the  children  live  in. 
This  will  bring  the  truths  of  history  home  to  them,  espe- 
cially when  the  local  history,  in  which  so  many  sections  are 
rich,  is  brought  out  in  bold  relief.  It  will  be  easy  to  stir 
the  feelings  of  our  young  people  by  acquainting  them 
with  the  heroic  deeds  of  such  characters  as  John  Brown, 
Nathan  Hale,  Israel  Putnam,  Jonathan  Trumbull,  Colonel 
Ledyard,  General  Terry,  and  other  noble  sons  of  old  Con- 
necticut. What  is  true  for  Connecticut,  is  also  true  for 
other  States,  so  many  of  them  numbering  among  their 
sons  scores  of  historic  names. 


SUPPLEMENTARY  READING 


Much  of  this  work  can  be  well  done  in  the  reading 
class.  Dodge's  Stories  of  American  History,  or  Pratt's 
American  History  Stories,  may  be  introduced  in  the  fourth 
year  of  the  course  here  outlined.  As  the  four  little  vol- 
umes of  Pratt's  are  not  graded,  any  of  them  may  be  used 
when  they  are  introduced.  It  would  suit  our  plan  much 
better,  however,  could  parts  of  each  volume  be  read  dur- 
ing any  year  they  may  be  used,  because  each  volume 
deals  with  a  different  period.  Vol.  I.  covers  discoveries 
and  explorations  (Group  I.  in  our  outline),  colonization 
(Group  II.),  and  goes  to  the  end  of  the  Last  French  War. 
Vol.  II.  begins  with  the  Revolution  and  goes  to  the  for- 
mation of  the  Constitution,  leaving  the  republic  to  be  dis- 
cussed in  the  remaining  two  volumes.  Now,  if  these  four 
volumes  were  in  one,  the  teacher  could  combine  language 
and  reading  so  as  to  make  the  two  bear  upon  the  histori- 
cal work  of  the  same  period.  Pratt's  American  History 
Stories  can  be  used  in  the  fifth  year  also,1  and  the  same 
may  be  said  of  Dodge's  Stories  of  American  History. 

1  Dodge's  Stories  of  American  History  is  so  delightful  that  it  deserves  special 
mention.  Few  children  ever  read  it  without  thoroughly  enjoying  it  and  being  led 
to  desire  to  know  more  of  the  topics  it  touches  upon. 


SUPPLEMENTARY    READING  15 

In  the  fifth  or  sixth  year1  Eggleston's  First  Book  in 
American  History,  which  is  superb  in  many  ways,  may 
be  used  in  the  reading  classes.  This  book  is  adapted  to 
the  plan  proposed,  because  it  touches  on  all  groups,  and 
the  same  may  be  said  of  Scudder's  Short  History  of 
the  United  States,  which  may  be  read  in  the  sixth  or 
seventh  year.  Abernethy's  Franklin's  Autobiography 
contains  first-class  material  for  reading  in  the  sixth  or 
seventh  year. 

Last  but  not  least  desirable  in  the  supplementary  read- 
ing list,  which  we  would  name  as  suitable  for  this  course, 
are  the  Young  Folks'  Series,  published  by  Lee  &  Shepard, 
and  the  Historical  Classic  Readings,  published  by  Effing- 
ham  Maynard  &  Co.  The  first  is  a  series  of  eight  paper 
numbers,  edited  by  Thomas  Wentworth  Higginson,  and 
contains  most  interesting  matter  from  original  sources. 

The  numbers  in  order  are  as  follows  :  — 

1.  The  Legends  of  the  Northmen. 
Columbus  and  His  Companions. 

2.  Cabot  and  Verazzano. 

The  Strange  Voyage  of  Cabeza  De  Vaca. 

3.  The  French  in  Canada. 
Adventures  of  De  Soto. 

4.  The  French  in  Florida. 
Sir  Humphrey  Gilbert. 

5.  The  Lost  Colonies  of  Virginia. 
Unsuccessful  New  England  Settlements. 

1  Oilman's  Historical  Reader,  in  three  volumes,  is  excellent  for  fifth  or  sixth  year 
work. 


l6  A    PATHFINDER    IN    AMERICAN    HISTORY 

6.  Captain  John  Smith. 
Champlain  on  the  War  Path. 

7.  Henry  Hudson  and  the  New  Netherlands 

8.  The  Pilgrims  at  Plymouth. 
The  Massachusetts  Bay  Colony. 

The  second  series  consists  of  ten  paper  numbers,  as 
follows  :  — 

1.  Settlement  of  Virginia.     By  Captain  John  Smith. 

2.  The  Discovery  of  America.     By  Washington  Irving. 

3.  The  Plymouth  Plantation.     By  Gov.  Bradford. 

4.  King  Philip's  War  and  Salem  Witchcraft.    By  Gov.  Hutchinson. 

5.  The  Mississippi  Valley.     By  John  Oilman  Shea. 

6.  Champlain  and  His  Associates.     By  Francis  Parkman. 

7.  Braddock's  Defeat.     By  Francis  Parkman. 

8.  First  Battles  of  the  Revolution.     By  Edward  Everett. 

9.  Colonial  Pioneers.     By  James  Parton. 

10.   Heroes  of  the  Revolution.     By  James  Parton. 

Both  series  are  of  great  value  in  many  ways.  Each  of 
the  numbers  contains  from  forty  to  sixty  pages  and  thus 
gives  rather  full  accounts  of  the  topics  treated.  One  of 
the  best  features  of  the  se*ries,  however,  is  that  many  of 
the  numbers  are  real  classics  and  therefore  introduce  our 
pupils  to  some  of  our  best  historical  writers.  We  know 
of  nothing  better  in  the  way  of  training  pupils  to  go  to 
original  sources  and  investigate  for  themselves. 

NOTE.  —  We  merely  outline  a  course  of  supplementary  reading,  naming  two  or 
more  books  that  may  be  read  with  profit  in  a  given  year ;  but  we  do  not  recommend 
that  all  of  them  be  read.  The  teacher  will  select  from  the  list  what  is  most  accessible. 


READING  AND  THE  READING  BOOK 


READING  AND  THE  READING  BOOK 

If  the  objection  is  raised  that  there  is  not  time  to  do 
all  this  in  our  reading  classes,  the  answer  is  twofold.  In 
the  first  place,  it  will  be  easy  to  carry  out  this  plan  without 
reading  all  of  these  books  in  the  reading  class.  In  the 
second,  there  will  be  plenty  of  time  for  this  reading  and 
much  more  that  is  equally  valuable  from  many  stand- 
points, if  the  modern  school  reader  is  laid  upon  the  shelf, 
there  to  enjoy  a  long  and  well-earned  rest.  The  time  is 
coming  when  the  commonplace,  fragmentary  reader  must 
give  place  to  something  that  has  more  merit.  When  in 
their  religious  zeal  our  New  England  forefathers  said  that 
nothing  but  the  Bible  should  be  read  in  school, they  were 
from  a  literary  standpoint  building  better  than  they  knew. 
"  Behold  the  fowls  of  the  air,  they  sow  not,  neither  do  they 
reap,  nor  gather  into  barns  ;  yet  your  heavenly  Father 
feedeth  them.  Are  ye  not  much  better  than  they  ? " 
"Consider  the  lilies  of  the  field; how  they  grow  ;  they  toil 
not,  neither  do  they  spin  ;  and  yet  I  say  unto  you,  that  even 
Solomon  in  all  his  glory  was  not  arrayed  like  one  of 
these."  Think  of  the  effect  of  feeding  children  on  such 
diet  as  this,  day  by  day,  and  then  contrast  this  beautiful, 
simple,  and  poetic  language  with  much  of  the  verbiage 
they  now  find  in  their  readers.  A  return  to  the  Bible  as 
a  reading  book  is  by  no  means  advocated,  but  the  point 
upon  which  we  insist  is  that  the  reading  material  used  in 


l8  A    PATHFINDER    IN    AMERICAN    HISTORY 

our  schools  of  to-day  is  inferior  to  that  of  two  hundred 
and  fifty  years  ago  in  Puritan  New  England.  It  is  a 
gross  injury  to  keep  a  boy  many  precious  years  absorbing 
such  weakening  stuff  as  some  of  our  school  readers 
contain.  If  children  learned  any  faster  to  read  by  using 
this  material,  there  would  be  some  excuse  for  our  present 
course.  But  they  do  not.  They  will  advance  as  rapidly 
upon  the  English  of  Eggleston  or  Scudder,  Hawthorne  or 
Dickens,  as  when  reading  the  third-rate  literature  that  is 
now  often  forced  upon  them. 

We  may  seem  to  some  teachers  rather  harsh  in  what 
we  here  say  of  the  average  modern  school  reader.  We 
believe  we  are  just.  Some  readers,  we  gladly  admit,  are 
exceptionally  good  so  far  as  the  literary  merit  of  the 
selections  is  concerned.  We  are  willing  to  go  further. 
The  literary  flavor  of  these  best  readers  may  be  superior 
to  some  of  the  books  we  recommend.  But  still  there 
remains  the  objection  grounded  upon  the  scrappy,  mis- 
cellaneous character  of  the  reader.  We  emphatically 
claim  that  whereas  in  the  first  three  years  of  school  life 
the  boy  learns  to  read,  he  should  thereafter  read  to  learn. 
After  passing  through  the  primary  grades,  nothing  should 
be  read  merely  for  the  sake  of  teaching  reading.  The 
boy's  knowledge  or  culture  should  be  steadily  kept  in 
view. 


PATRIOTIC    POEMS  19 


PATRIOTIC    POEMS 

There  ought  to  be  time  for  memorizing  our  national 
songs  and  for  commemorating  by  appropriate  exercises  a 
few  important  national  anniversaries.1  Every  schoolboy 
ten  years  old  should  be  able  to  repeat  without  the  omis- 
sion of  a  word  "  Paul  Revere's  Ride,"  "  Barbara  Frietchie," 
"  The  Landing  of  the  Pilgrims,"  "  Independence  Bell," 
and  the  words  of  America,  Hail  Columbia,  and  the 
Star-Spangled  Banner.  There  would  be  plenty  of  time 
for  this  if  our  devotion  to  the  modern  school  reader  were 
a  little  less  strong.  The  history  of  our  Stars  and  Stripes 
should  become  a  part  of  every  American  schoolboy's  life. 
Let  him  learn  to  revere  and  love  the  dear  old  symbol  of 
national  union.  We  hope  the  day  is  not  far  distant  when 
this  flag  will  wave  from  every  schoolhouse  roof  in  the 
land.  Let  us  inculcate  true  patriotism  —  love  of  country 
—  but  let  us  at  the  same  time  beware  of  a  so-called 
patriotism  which  is  nothing  but  flap-doodle,  loud-mouthed 
Fourth-of-July  oratory,  laying  great  stress  upon  national 
wealth,  boasting  of  our  ability  to  whip  any  other  country 
on  earth,  and  so  on,  but  saying  nothing  of  the  relation 
between  national  power  and  the  moral  worth  of  the  quiet, 
peaceful,  manly  citizen. 

Our  schools  should  teach  that  the  power  and  greatness 

1  On  pp.  32-35  we  give  a  list  of  important  anniversaries,  following  which  will 
be  found  two  anniversary  programmes. 


2O  A    PATHFINDER    IN   AMERICAN    HISTORY 

of  the  nation  depend  directly  upon  the  moral  worth  of 
each  individual  in  its  midst.  Before  the  close  of  the 
Civil  War,  there  were  in  the  field,  fighting  against  the 
cruel  wrong  of  slavery,  one  million  men  ;  but  they  were 
doing  no  more  important  work  than  the  much  larger  and 
greater  army  of  men  and  women,  boys  and  girls,  who 
gather  from  day  to  day  in  the  public  schools  of  this  land. 
They  are  developing  the  moral  strength  of  those  soon  to 
guide  the  ship  of  state,  and  preparing  to  aid  in  the 
defence  and  protection  of  their  country's  honor  and  fair 
name. 


GEOGRAPHY   AND    HISTORY 

From  the  beginning  of  the  fourth  year  every 
event  should  be  located  on  the  map.  As  the  growth  of 
history  is  largely  the  result  of  geographical  conditions, 
it  is  important  that  children  shall  early  begin  to  cultivate 
the  habit  of  associating  every  fact  of  history  with  its  pecu- 
liar physical  environment.  Constant  reference  should 
therefore  be  made  to  the  map  until  the  pupils  never 
think  of  reading  history  without  having  before  them  a 
map.  This  habit  will  be  of  invaluable  service  to  them,  as 
it  will  help  to  make  their  knowledge  definite  and  vivid. 
At  the  outset,  of  course,  the  teacher  will  have  to  point 
out  all  the  places  on  a  large  map  hanging  before  the 
pupils,  but  later  the  pupils  will  use  their  own  maps, 


GEOGRAPHY    AND    HISTORY  21 

aided,  if  necessary,  by  the  large  map.  Suppose  the  chil- 
dren are  talking  with  their  teacher  about  Columbus.  Let 
us  see  how  much  geography  may  serve  them.  Genoa,  his 
birthplace  ;  the  Mediterranean  on  which  he  sailed  when 
a  boy ;  Portugal,  which  he  reached  by  vessel  (trace  proba- 
ble course  of  vessel)  ;  Africa,  along  the  coast  of  which  he 
sailed  after  leaving  Portugal ;  England,  to  the  north 
of  which  he  then  sailed  ;  Spain  he  afterward  visited. 
The  Canary  Islands,  the  Atlantic  Ocean,  San  Salvador, 
Cuba,  and  the  West  Indies  serve  to  outline  his  first 
voyage  of  discovery.  So  we  might  go  on  sailing  in 
imagination  with  the  daring,  heroic  discoverer  until  cruel 
injustice  stopped  him  in  his  remarkable  career. 

If  the  children  are  reading  about  Henry  Hudson  in 
Eggleston's  First  Book  in  American  History,  they  will 
find  mention  in  order  of  the  following  places  :  England, 
the  West  Indies,  America,  Portugal,  Africa,  India,  East- 
ern Continent,  Europe,  Asia,  London,  China,  Russia. 
These  appear  in  the  introductory  paragraphs  and  are  not 
so  important  as  those  found  in  connection  with  the 
voyages  and  discoveries  of  Hudson.  But  if  these  para- 
graphs are  read  it  will  be  just  as  well  to  point  out  on  the 
map  everything  referred  to  in  the  reading.  Starting  out 
with  Hudson,  the  children  should  sail  in  imagination 
with  him  as  they  did  with  Columbus.  The  idea  will 
please  them,  especially  when  they  see  a  picture  of  the 
famous  vessel,  The  Half  Moon,  in  which  Hudson  made 
a  part  of  his  voyage.  Trying  to  reach  China,  he  sailed  in 


22  A    PATHFINDER    IN    AMERICAN    HISTORY 

1607,  in  the  little  ship  Hope  well,  among  the  icebergs  of 
the  Arctic  seas.  In  this  voyage  he  touched  upon  Spitz- 
bergen  and  Nova  Zembla.  In  later  voyages  the  children's 
minds  should  be  called  to  Amsterdam,  Newfoundland, 
James  River,  Delaware  Bay,  New  York  Bay,  Hudson 
River,  Catskill  Mountains,  Albany,  England,  Holland, 
Hudon's  Bay. 

If  the  pupils  will  join  the  brave,  blunt  Captain  Miles 
Standish  on  the  historic  Mayflower,  share  his  sufferings 
on  the  voyage,  endure  the  bitterness  and  privation  of  that 
trying  winter  spent  on  the  bleak  New  England  shores, 
they  will  have  living  pictures  of  those  austere  men  and 
those  rigorous  times.  To  aid  in  closely  associating  geog- 
raphy and  history,  the  children  may  read  and  talk  about 
the  Pilgrims  when  they  are  studying  about  Massachusetts; 
William  Penn  may  be  associated  with  the  geography  of 
Pennsylvania  ;  John  Smith,  Washington,  and  Jefferson  with 
Virginia ;  Hudson  with  New  York  ;  Champlain  with  the 
St.  Lawrence  River  and  Lake  Champlain  ;  De  Soto, 
La  Salle,  and  Father  Marquette  with  the  Mississippi  River; 
De  Leon  and  Narvaez  with  Florida ;  Pizarro  with  Peru ; 
Cortez  with  Mexico ;  the  discovery  of  gold  with  Califor- 
nia ;  and  so  on.  When  the  pupils  are  studying  the  geog- 
raphy of  their  native  State,  a  great  deal  of  local  history 
should  be  interwoven.  In  all  these  cases  the  history  and 
geography  will  equally  assist  and  supplement  each  other. 
The  man  will  lend  a  living  interest  to  the  place.  The 
place  with  its  associations  will  locate  the  man,  so  that  he 


LANGUAGE   AND    HISTORY  23 

will  be  a  real  person,  with  living  interests,  not  easily  for- 
gotten. Most  facts  in  geography  not  so  associated  are 
of  little  worth,  since  they  cannot  enlarge  the  pupil's  intel- 
lectual and  spiritual  horizon  and  bring  him  into  closer 
sympathy  with  the  world  of  men  and  women  about  him. 
We  believe  the  purpose  of  geography  should  be  to  furnish 
a  stage  for  the  great  drama  of  human  history.  If  we  are 
correct,  the  only  part  of  geography  worthy  of  a  place  in 
our  schools  is  that  which  will  help  the  learner  to  interpret 
the  meaning  of  history  and  find  out  the  secrets  which  the 
logic  of  events  has  to  unfold. 


LANGUAGE  AND   HISTORY 

One  great  reason  why  children  do  not  talk  or  write 
better  in  an  average  language  lesson  is  that  they  have  but 
little  to  say.  Here  the  teacher  is  probably  at  fault.  Her 
duty  is  unfulfilled  if  the  boy  is  not  full  of  his  subject 
before  attempting  to  express  his  thoughts.  Given  a  sub- 
ject in  which  he  has  a  genuine  interest  it  will  be  easy 
enough  so  to  stimulate  ideas  that  he  will  be  willing,  not 
to  say  eager,  to  express  them.  The  work  in  history  here 
outlined  will  easily  give  the  desired  stimulus. 

Suppose  the  children  are  doing  fourth  year  work  and 
are  reading  and  talking  about  Putnam.  The  reading  les- 
sons should  be  talked  over  until  the  children  are  sure  of 


24  A    PATHFINDER    IN    AMERICAN    HISTORY 

a  number  of  interesting  facts.  Let  them  ask  ten  ques- 
tions or  make  ten  statements  about  Putnam.  If  the  spe- 
cial object  is  to  lead  them  to  write  short  sentences  without 
the  use  of  superfluous  '•  ands,"  they  may  be  directed  to 
ask  ten  questions  and  write  the  answers  to  them.  Then 
they  may  be  required  to  read  the  answers  in  such  order 
as  to  make  a  connected  narrative.  Very  soon  the  written 
questions  may  be  omitted  and  in  their  place  mental 
questions  —  questions  the  children  think  out  before  they 
write  the  answers  in  consecutive  statements  —  may  be  sub- 
stituted. This  kind  of  lesson,  if  thoroughly  taught  for -a 
few  times,  will  yield  large  returns.  It  requires  consider- 
able mental  effort  on  the  part  of  a  child  to  write  short 
sentences  rather  than  to  move  glibly  on  with  many  "  ands," 
"buts,"  and  other  connectives  without  periods.  He  needs 
special  help  here.  At  first  his  sentences  will  not  be  well 
connected,  but  that  is  not  a  serious  matter.  The  facility 
and  fluency  naturally  arising  from  constant  practice  will 
furnish  the  needed  correction. 

This  and  every  other  written  exercise,  however,  espe- 
cially with  children  in  intermediate  and  lower  grammar 
grades,  will  be  far  more  successful  if  preceded  by  much 
oral  work.  The  facts  should  all  be  brought  out  in  con- 
versation lessons  and  made  perfectly  clear  to  the  pupil 
before  he  is  expected  to  write  about  them.  This  has  been 
said  substantially  in  the  preceding  paragraph,  but  is  pur- 
posely repeated,  in  order  to  lay  special  stress  upon  the 
importance  of  more  oral  language  than  is  usually  found 


LANGUAGE    AND    HISTORY  25 

in  the  average  school.  Many  teachers,  feeling  hurried  by 
the  demands  of  a  crowded  curriculum,  hastily  give  the 
children  a  few  dim  and  misty  notions  and  then  proceed 
with  a  language  lesson.  A  few  bright  children  who  easily 
catch  ideas  on  the  fly,  and  a  very  few  naturally  fluent  chil- 
dren who  can  be  rather  glib  without  ideas,  talk.  The 
other  pupils  sit  in  their  seats  dumb  and  listless,  or  else 
rise  in  their  places  only  to  stammer  and  stumble  or  utterly 
fail.  The  teacher  is  either  impatient  or  discouraged,  and 
possibly  finds  fault  with  her  apparently  careless  pupils 
because  they  are  not  more  attentive.  The  same  children, 
filled  with  ideas,  will  be  wide  awake,  prompt,  and  eager 
to  tell  what  they  are  confident  they  know. 

Let  us  call  attention  to  another  kind  of  language  lesson. 
This  time  the  exercise  is  oral,  and  the  special  object  is  to 
help  the  boy  to  stand  squarely  on  his  feet  and  talk  in 
well-defined  sentences,  stripped  of  needless  connectives, 
especially  "ands."  Here  again  the  lesson  will  be  a  total 
failure  unless  the  pupil  is  full  of  his  subject.  But  if  he 
has  ideas  he  can  be  led  to  move  on  slowly,  by  telling  one 
thing  and  then  pausing  for  a  moment  before  making 
another  statement  which  he  has  thought  out.  In  a  few 
months,  under  skilful  training  along  this  line,  excellent 
oral  language  will  be  the  result  in  any  average  school- 
room of  the  grades  we  have  in  mind. 

As  an  illustration,  there  comes  to  mind  an  incident 
that  occurred  in  a  Hartford  grammar  school  a  few  years 
ago.  A  diffident  boy  in  the  highest  grammar  grade  was 


26  A    PATHFINDER   IN    AMERICAN    HISTORY 

requested  to  write  a  letter  giving  an  account  of  his  vaca- 
tion. He  sat  at  his  desk  for  some  time  without  writing 
a  word.  The  teacher,  observing  him,  called  the  boy  to 
the  front  of  the  room  and  asked  him  why  he  did  not  write. 
In  sullen  tones  the  response  came,  "  I  don't  know  what  to 
write."  The  teacher  made  a  few  suggestions,  but  still  the 
same  answer  in  the  same  sullen  manner.  The  boy  was 
evidently  honest  in  the  conviction  that  he  hadn't  anything 
to  say  that  was  of  interest  to  himself  or  to  anybody  else. 
Under  such  circumstances  the  teacher,  knowing  the 
character  of  the  boy,  felt  that  it  would  be  unwise  to  insist 
that  the  exercise  should  be  written. 

A  few  days  afterwards,  however,  the  class  in  history 
reached  the  battle  of  Lexington  and  Concord.  The 
teacher  told  the  pupils  to  imagine  themselves  as  living  in 
one  of  these  towns  at  the  time  of  the  battle  and  be  pre- 
pared to  write  to  a  friend  a  letter  dated  the  day  after  the 
British  were  driven  back  to  Boston.  In  this  letter  they 
were  to  give  an  account  just  as  vividly  as  they  could  of 
their  personal  experiences  on  the  day  when  these  stirring 
events  took  place.  Very  interesting  accounts  of  the 
battle  were  placed  in  the  hands  of  the  boy  who  had  a  few 
days  before  been  as  silent  as  a  statue,  and  the  result 
awaited  with  interest.  This  interest  was  intensified  ten- 
fold, however,  when  the  letter  was  read.  It  was  full  of 
lifelike  pictures,  and  showed  that  the  writer  had  in  imagi- 
nation lived  amid  the  scenes  which  in  glowing  language 
he  described.  The  boy  had  something  to  say  and  he 
said  it. 


LANGUAGE    AND    HISTORY  27 

Another  exercise  of  great  value  is  one  in  which  the 
specific  aim  is  to  cultivate  fluency.  This  exercise  belongs 
more  especially  to  the  grammar  grades.  The  children 
knowing  well  the  faets  to  be  narrated,  are  requested  to 
write  as  rapidly  as  they  can  for  ten  or  fifteen  minutes. 
The  time  is  made  short  in  order  that  they  may  not  become 
so  tired  as  to  be  careless  in  their  work.  Very  great  care 
about  paragraphing  and  other  matters  of  detail  that  are 
of  real  importance  is  not  here  insisted  upon.  The  aim  is 
fluency,  and  therefore  the  pupil's  efforts  should  be  con- 
centrated upon  saying  fairly  well  as  much  as  he  can  in 
a  given  time.  He  need  not  be  slovenly  or  careless  in 
doing  this,  nor  will  he  be  if  rightly  guided.  If,  however, 
the  teacher  fetters  him  by  insisting  upon  perfection  in 
the  mechanical  part  of  the  exercise,  little  good  in  the 
direction  of  fluency  will  be  accomplished.  The  exercise 
will  be  diffuse,  and  the  penmanship  will  not  be  the  best, 
but  the  pupil  will  be  acquiring  great  facility  of  expression. 

A  day  or  two  after  he  has  handed  in  his  exercise,  it 
may  be  returned  to  him  with  the  request  that  he  correct 
it  by  pruning,  re-arranging  sentences,  and  so  on.  If  this 
exercise  is  given  often  in  grammar  grades  the  pupils  will 
enter  the  high  school  ready  to  write  easily  and  naturally 
on  subjects  they  are  familiar  with.  But  something  more 
than  fluency  and  accuracy  is  necessary  in  the  use  of  their 
mother-tongue.  They  need  special  training,  and  a  great 
deal  of  it,  in  the  systematic  and  logical  arrangement  of 
their  ideas.  To  that  end  paragraphing  should  be  begun 


28  A    PATHFINDER    IN    AMERICAN    HISTORY 

as  early  as  the  fourth  grade  and  continued  with  untiring 
persistency  through  the  remaining  grades  below  the  high 
school.  The  work  is  by  no  means  difficult.  Let  us 
suppose  the  children  are  reading  with  the  teacher  about 
the  Indians  in  Higginson's  Young  Folks'  History.  Here 
are  the  topics  that  have  been  used  :  — 

Name  —  how  they  look  —  dwellings  —  roving  habits  — 
strength  and  endurance  —  bravery- — dress  —  food  —  the 
snow-shoe  —  the  canoe  —  squaws  —  training  children  — 
money — war  dances  —  bow  and  arrow  and  tomahawk  — 
religion  — burial. 

As  the  book  is  read  the  topics  are  selected  and  talked 
over,  the  pupils  making  a  list  of  them  in  note-books. 
Whenever  they  talk  about  the  Indians  thereafter  these 
topics  are  used  as  a  guide.  Finally  they  write,  and  then 
each  topic  has  its  corresponding  paragraph. 

Topics  for  Columbus  in  Higginson's  Young  Folks'  His- 
tory of  the  United  States  :  Birth  —  early  life  —  what 
people  believed  about  the  shape  of  the  earth  —  what 
caused  Columbus  to  believe  that  he  should  find  India  by 
sailing  west  —  efforts  to  secure  aid  —  success  with  Isa- 
bella—  story  of  the  Queen's  confessor —  sailing  for  India 
—  fears  of  the  sailors  —  signs  of  land  —  landing  on  San 
Salvador — visits  other  islands  and  returns  to  Spain  — 
other  voyages — 'What  he  thought  of  the  land  he  had 
discovered  —  death  and  burial. 

Topics  made  from  the  chapter  on  De  Soto  in  Children's 
Stories  in  American  History  :  Birth  and  parentage  —  Child- 


LANGUAGE    AND    HISTORY  2$ 

hood  and  youth  —  personal  appearance  and  accomplish- 
ments—  Dom  Pedro  sends  him  to  college  —  Isabella  — 
De  Soto  in  America —  marriage  —  plans  to  conquer  Florida 

—  description  of  his  army  —  leaving  San  Lucas  —  arrival 
at  Tampa  Bay  —  march  to  Indian  Village  — taking  pos- 
session of  it  and  why  —  Indian  Captives  —  Ucita  —  Ucita's 
reply  to  De  Soto  —  De  Soto's  treatment  of  the  Indians  — 
effect  upon  Ucita  —  Juan  Ortiz  —  brief  account  of  his  life 
among  the  Indians  —  De  Soto's  expedition  with  Ortiz  —  De 
Soto  and  the  princess  —  the   Indian  Queen  —  the  young 
guide  —  gold  and  silver — De  Soto's  visit  to  the  sepulchre 

—  taking  the  princess  away  —  her  escape  —  De  Soto  and 
the  Indian  chief  —  pearls  —  dark,  sad  days  —  determina- 
tion to   find   gold  —  the   great   discovery — building  the 
cross  and  prayer  for  rain  —  the  search  continued — De 
Soto's  disappointment  —  death  and  burial. 

Sketch  of  Daniel  Webster  in  Strange  Stories  from 
History  :  Birth  —  early  school  life  and  fondness  for  read- 
ing—  weakness  as  a  declaimer  in  school — his  private 
tutor  —  going  to  college  —  his  extravagance  —  dislike  of 
farm  work  —  school  teaching  and  the  study  of  law. 

Lincoln  in  Poor  Boys  Who  Became  Famous  :  Home 
in  the  log  cabin  —  influence  of  his  mother  —  grief  at  his 
mother's  death  —  his  mother's  funeral  —  his  early  read- 
ing—  stepmother's  influence  upon  him —  "  Life  of  Wash- 
ington " —  loss  of  the  volume  —  early  life  after  leaving 
school  —  kindness  —  in  a  country  store  —  desire  to  study 
law — life  on  a  flat  boat  on  the  Mississippi  —  rail  split- 


3O  A    PATHFINDER    IN    AMERICAN    HISTORY 

ting  in  Illinois  —  "  Honest  Abe  "  —  politeness  —  how  he 
studied  —  the  case  in  court  —  pardoning  the  sentinel  — 
the  old  colored  woman  —  assassination. 


A  COURSE   OF  SUPPLEMENTARY  READING  IN 
UNITED   STATES  HISTORY. 

Fourth  Year.  Dodge's  Stones  of  American  History; 
or  any  of  Pratt's  American  History  Stories. 

Fifth  Year.  Dodge's  Stories  of  American  History; 
any  of  Pratt's  American  History  Stories;  Eggleston's 
First  Book  in  American  History. 

Sixth  Year.  Oilman's  Historical  Readers;  Eggleston's 
First  Book  in  American  History ;  Scudder's  Short  His- 
tory of  the  United  States ;  Abernethy's  Franklin's  Auto- 
biography. 

Seventh  Year.  Historical  Classic  Readings ;  Lee  & 
Shepard's  Young  Folks'  Series;  Abernethy's  Franklin's 
Autobiography. 


IMPORTANT  ANNIVERSARIES 


The  following  table  of  anniversary  dates  is  given, 
hoping  that  it  may  be  helpful  in  the  way  of  suggesting 
something  entertaining  and  instructive  for  the  opening 
exercises  of  the  school. 

Of  course  we  do  not  recommend  that  these  dates  be 
memorized.  They  are  arranged  in  this  simple  and  con- 
venient way  that  the  teacher  may  select  those  of  most 
importance,  on  the  days  made  memorable  by  the  events 
designated,  for  general  comment,  or  commemorative  exer- 
cises. Children  will  usually  take  more  interest  in  the 
great  historical  events  on  their  anniversary  days  than  at 
any  other  time. 

These  dates  may  be  advantageously  used  on  such  occa- 
sions as  the  basis  of  some  arithmetic  work.  Suppose  the 
date  to  be  June  14,  Flag  Day,  such  questions  as  the  follow- 
ing might  be  asked  :  How  old  is  our  flag  to-day  ?  How 
many  decades  have  passed  since  the  Stars  and  Stripes 
were  adopted  as  our  standard  ?  How  many  generations 
have  been  born  and  have  passed  away  since  June  14, 
1777  ?  How  much  older  is  the  Declaration  of  Indepen- 
dence than  our  flag  ?  How  old  was  the  flag  when  the 
Constitution  became  the  basis  of  our  government  ?  etc. 


32  A    PATHFINDER    IN    AMERICAN    HISTORY 

This  correlation  of  two  studies  by  using  figures  that 
have  an  historical  significance  will  add  to  the  interest  of 
the  children  in  both. 

But  the  principal  part  of  the  exercise,  of  course,  should 
relate  to  the  event  that  the  day  is  the  anniversary  of,  its 
historical  importance  and  present  significance. 

JANUARY. 

1,  1863,  Emancipation  Proclamation. 

2,  1788,  Georgia  ratified  the  Constitution. 

8,  1815,  Battle  of  New  Orleans. 

9,  1788,  Connecticut  ratified  the  Constitution. 
15,  1865,  Unionists  captured  Fort  Fisher. 

26,  1837,  Michigan  admitted  to  the  Union. 
29,  1861,  Kansas  admitted  to  the  Union. 

FEBRUARY. 

2,  1848,  Treaty  of  Guadalupe  Hidalgo. 

6,  1788,  Massachusetts  ratified  the  Constitution. 

6,  1778,  France  acknowledged  independence  of  United  States. 

8,  1 86 1,  Confederacy  organized  and  Davis  elected. 
12,  1809,  Abraham  Lincoln  born. 
14,  1859,  Oregon  admitted  to  the  Union. 
22,  1732,  Washington  born. 
24,  1868,  President  Johnson  impeached. 

MARCH. 

I,  1867,  Nebraska  admitted  to  the  Union. 

3,  1845,  Florida  admitted  to  the  Union. 

4,  1789,  Constitution  went  into  effect. 

4,  1791,  Vermont  admitted  to  the  Union. 


IMPORTANT    ANNIVERSARIES  33 

5,  1770,  Boston  Massacre. 

9,  1862,  Engagement  between  Monitor  and  Merrimac. 
12,  1864,  Grant  made  commander  of  Union  Army. 
15,  1820,  Maine  admitted  to  the  Union. 
21,  1854,  Perry's  treaty  with  Japan. 

APRIL. 

9,  1865,  Lee's  surrender. 
12,  1861,  Fort  Sumter  fired  upon. 

14,  1865,  President  Lincoln  assassinated. 

15,  1861,  Lincoln's  call  for  troops. 
19,  1775,  Battle  of  Lexington. 

19,  1 86 1,  Massachusetts  troops  mobbed  in  Baltimore. 

26,  1865,  Gen.  Johnston's  surrender. 

28,  1788,  Maryland  ratified  the  Constitution, 
30,  1812,  Louisiana  admitted  to  the  Union. 
30,  1789,  Washington  inaugurated. 

MAY. 

I,  1766,  Stamp  Act  repealed. 

6,  1871,  Alabama  Treaty. 

7,  1864,  Beginning  of  Sherman's  March, 
u,  1858,  Minnesota  admitted  to  the  Union, 
ii,  1846,  Declaration  of  war  with  Mexico. 
14,  1607,  Jamestown,  Virginia,  settled. 

23,  1788,  South  Carolina  ratified  Constitution. 

24,  1844,  First  telegraphic  message. 

29,  1790,  Rhode  Island  ratified  Constitution. 
29,  1848,  California  admitted  to  the  Union. 

JUNE. 

i,  1774,  Boston  Port  Bill. 
I,  1792,  Kentucky  admitted  to  the  Union, 
i,  1796,  Tennessee  admitted  to  the  Union. 


3-f  A    PATHFINDER    IN    AMERICAN    HISTORY 

14,  17/7,  Adoption  of  Flag  by  Congress. 

15,  1836,  Arkansas  admitted  to  the  Union. 

15,  1775,  Washington  chosen  commander-in-chief. 

17,  1775,  Battle  of  Bunker  Hill. 

18,  1812,  War  with  England  declared. 

19,  1863,  West  Virginia  admitted  to  the  Union. 

20,  1867,  Alaska  purchased. 

21,  1788,  New  Hampshire  ratified  Constitution. 

24,  1497,  Cabots  discovered  Cape  Breton  Island. 

25,  1788,  Virginia  ratified  the  Constitution. 
29,  1629,  Salem  settled. 

JULY. 

2,  1881,  President  Garfield  shot. 

3,  1863,  Union  Victory  at  Gettysburg. 

4,  1776,  Declaration  of  Independence. 

4,  1826,  Death  of  Jefferson  and  Adams. 
21,  1861,  First  Battle  of  Bull  Run. 

26,  1788,  New  York  ratified  Constitution. 
28,  1868,  Fourteenth  Amendment  adopted. 

AUGUST. 

I,  1876,  Colorado  admitted  to  the  Union. 
3,  1492,  Columbus  sailed  from  Palos. 
10,  1821,  Missouri  admitted  to  the  Union. 

SEPTEMBER. 

3,  1609,  Hudson  River  discovered. 
3,  1763,  Treaty  of  Paris,  close  of  French  and  Indian  War. 

5,  1774,  First  Continental  Congress. 

9,  1850,  Minnesota  admitted  to  the  Union. 
J3>  !759>  Gen-  Wolfe  captured  Quebec. 

1 6,  1620,  Mayflower  sailed  from  Plymouth,  England. 

17,  1862,  Battle  of  Antietam. 


IMPORTANT    ANNIVERSARIES  35 

19,  1 88 1,  President  Garfield  died. 

27,  1767,  Tax  laid  on  tea. 

OCTOBER. 

2,  1780,  Major  Andre  executed. 
7,  1871,  Chicago  fire. 

12,  1492,  Columbus  discovered  Hispaniola. 

16,  1859,  John  Brown's  raid  at  Harper's  Ferry. 

17,  1777,  Burgoyne  surrendered  to  Gen.  Gates. 
19,  1781,  Cornwallis  surrendered. 

31,  1864,  Nevada  admitted  to  the  Union. 

NOVEMBER. 
21,  1789,  North  Carolina  ratified  Constitution 

29,  1802,  Ohio  admitted  to  the  Union. 

30,  1783,  Treaty  of  Peace,  close  of  Revolutionary  War 

DECEMBER. 

3,  1818,  Illinois  admitted  to  the  Union. 

7,  1787,  Delaware  ratified  the  Constitution. 

10,  1817,  Mississippi  admitted  to  the  Union, 

n,  1816,  Indiana  admitted  to  the  Union. 

12,  1787,  Pennsylvania  ratified  the  Constitution. 

14,  1819,  Alabama  admitted  to  the  Union. 

14,  1799,  Washington  died. 

J6,  1773,  Boston  Tea  Party. 

1 8,  1787,  New  Jersey  ratified  the  Constitution. 
1 8,  1865,  Thirteenth  Amendment  adopted. 

20,  1860,  South  Carolina  seceded  from  the  Union. 

21,  1620,  Landing  of  the  Pilgrims. 

23,  1783,  Washington  resigned  his  commission. 

24,  1814,  Treaty  of  Ghent. 

28,  1846,  Iowa  admitted  to  the  Union. 

29,  1845,  Texas  admitted  to  the  Union. 


36  A    PATHFINDER    IN    AMERICAN    HISTORY 


EXERCISE  FOR  FOREFATHERS'  DAY 

If  you  have  stage  accommodations  you  can  with  little 
trouble  and  expense,  by  improvising  a  fireplace  with 
mantel  and  andirons,  hanging  from  the  ceiling  some  seed 
corn  and  dried  apples,  furnishing  it  with  a  spinning-wheel 
and  some  old-fashioned  furniture,  etc.,  have  a  colonial 
kitchen  that  will  give  a  very  good  and  realistic  setting 
for  the  above-named  exercise. 

The  boys  and  girls  who  are  to  take  part  in  the  exercise 
should  be  in  colonial  costumes.  A  few  of  the  pupils 
should  be  dres&ed  to  represent  Indians. 

Indian  implements  of  warfare,  and  furniture  of  historic 
value  will  add  much  to  the  interest  of  the  exercise. 

For  the  literary  programme  selections  can  be  made 
from  Longfellow's  "Courtship  of  Myles  Standish,"  and, 
by  having  the  characters  of  Myles  Standish,  Priscilla,  John 
Alden,  the  Elder,  the  Indian  with  his  arrow-filled  rattle- 
snake skin,  represented  by  as  many  pupils,  and  a  few  boys 
appropriately  dressed  and  armed  to  represent  the  Puritan 
soldiers  of  Captain  Standish's  army,  the  poem  can  be 
very  effectively  dramatized  and  placed  upon  the  stage  in 
such  a  way  as  to  make  this  period  of  our  history  more 
interesting  and  real  to  the  scholars  than  it  is  by  the 
customary  text-book  recitation. 

For  appropriate  music  use  John  Adams's  "  Hymn  for 
the  22d  of  December,"  Mrs.  Hemans's  "Landing  of  the 


EXERCISES  FOR  FLAG  DAY,  JUNE  14        37 

Pilgrims,"  or  others  of  the  excellent  poems  you  will  find 
in  a  small  book,  "  Songs  of  the  Pilgrims,"  published  by 
the  Congregational  Sunday  School  and  Publishing  Society, 
and  edited  by  M.  D.  Bisbee. 

Selections  from  Jane  G.  Austin's  "  Standish  of  Standish," 
or  the  following  poems,  may  be  used  for  recitation  and 
declamation  :  — 

First  Proclamation  of  Myles  Standish.  Margaret  J. 
Preston. 

The  Twenty-Second  of  December.  William  Cullen 
Byrant. 

The  Puritan  Maiden's  May  Day.     Margaret  J.  Preston. 

The  Embarkation.     Miss  Lizzie"  Doten. 

The  First  Thanksgiving  Day.     Margaret  J.  Preston. 


EXERCISE   FOR   FLAG   DAY,   JUNE    14 

After  singing  America  have  for  introductory  exercise  a 
Flag  Drill  by  girls,  eight  to  twenty  in  number  according 
to  size  of  stage,  —  costumed  in  the  national  colors.  Any 
simple  march  will  do  for  music,  and  if  you  do  not  wish  to 
be  to  the  trouble  of  making  out  a  scheme  of  movements 
and  marches  for  the  class,  —  which,  however,  is  not  a 
difficult  task,  —  refer  to  the  December,  1891,  number  of  the 
Popular  Educator,  which  contains  a  very  good  exercise. 

Have  the  blackboards  of  the  school-room  or  hall 
decorated  with  drawings,  in  colors,  of  all  the  flags  and 


38  A    PATHFINDER    IN    AMERICAN    HISTORY 

emblems,  such  as  Rattlesnake  Flag,  Pine  Tree  Flag, 
the  English  Flag  with  its  crosses  of  St.  George  and  St. 
Andrew,  Franklin  Flag,  the  Washington  Shield,  the 
Washington  Anns  and  Crest,  the  Grand  Union  Flag, 
the  Thirteen  Stars  and  Thirteen  Stripes,  and  the  Stars 
and  Stripes  as  they  are  now,  that  help  to  illustrate  the 
growth  of  our  national  colors. 

The  effectiveness  of  the  exercise  will  be  very  much 
increased  by  having,  if  you  have  stage  room  for  it,  forty- 
four  girls  dressed  in  national  colors,  with  the  different 
State  shields,  made  by  the  girls  themselves  out  of  colored 
paper,  fastened  in  front  diagonally  across  their  shoulders, 
to  represent  the  States  of  the  Union. 

On  the  stage  should  be  built  a  form,  consisting  of  six 
steps,  representing  one  of  the  faces  of  a  square  pyramid. 

To  the  time  of  martial  music,  and  as  the  teacher,  or 
one  of  the  scholars,  gives  directions,  and  briefly  narrates 
the  story  of  the  formation  of  our  Union  by  the  admission 
of  States,  first  would  march  the  thirteen,  who  represent 
the  original  colonies,  to  the  stage  and  occupy  the  lowest 
step  of  the  form,  then  as  the  story  proceeds  the  represen- 
tatives of  Vermont,  Kentucky,  and  Tennessee  would  take 
their  places,  and  after  that,  for  a  time,  they  would  come 
in  pairs,  from  opposite  sides  of  the  hall  if  you  wish,  a  slave 
State  and  a  free  State,  and  occupy  the  next  step,  and  so  on 
until  all  are  called. 

Thirteen  should  stand  in  the  fi*st  row,  eleven  in  the 
next,  nine  in  the  next,  six,  then  three,  then  two,  making 


EXERCISES  FOR  FLAG  DAY,  JUNE  14        39 

the  forty-four,  and  at  the  top  of  the  form,  with  the  flag  in 
her  hand,  the  Goddess  of  Liberty. 

This  pyramid  of  beautiful  girls,  bearing  the  national 
colors  and  the  escutcheon  of  the  States  they  represent, 
called  to  take  their  places  in  the  order  that  the  States 
came  into  the  Union,  while  some  national  air  is  being 
softly  played  and  the  story  of  the  Union's  formation  is 
well  told,  not  only  forms  a  beautiful  background  for 
the  other  exercises,  but  of  itself  makes  picturesque  and 
graphic  the  history  of  our  flag. 

The  following  programme  may  be  selected  from  accord- 
ing to  time  allowed  for  the  exercise  :  — 

Original  Compositios,  History  of  Our  Flag. 

Song,  Star-Spangled  Banner. 

Declamation,  The  American  Flag.     J.  R.  Drake. 

Recitation,  God  Save  the  Flag.     O.  W.  Holmes. 

Song,  Flag  of  the  Free.  H.  Millard.  In  Emerson 
&  Brown's  Song  Reader,  Book  II. 

Recitation,  The  School-house  Stands  by  the  Flag. 
Hezekiah  Butterworth. 

Song,  Hail  Columbia. 

Declamation,  Our  National  Banner.     W.  M.  Evarts. 

Nothing  but  Flags.  Anonymous.  A  beautifully  pa- 
thetic poem,  found  in  Com.  Treble's  The  History  of  the 
Flag. 


4O  A    PATHFINDER    IN    AMERICAN    HISTORY 


FAMOUS  SAYINGS  OF  EMINENT  MEN 

I  will  wear  them  (these  chains)  as  a  memento  of  the 
gratitude  of  princes.  —  Columbus. 

I  thank  God  that  there  are  no  free  schools  nor  printing 
in  Virginia,  and  I  hope  we  shall  not  have  them  these  hun- 
dred years.  —  Gov.  Berkeley. 

Caesar  had  his  Brutus,  Charles  First  his  Cromwell,  and 
George  Third  .  .  .  may  profit  by  their  examples.  —  Patrick 
Henry. 

The  British  Ministry  can  read  that  name  without  spec- 
tacles. Let  them  double  their  reward.  — John  Hancock. 

I  regret  that  I  have  but  one  life  to  give  to  my  country. 
—  Capt.  Nathan  Hale. 

My  eyes  have  grown  dim  in  the  service  of  my  country, 
but  I  never  doubted  her  justice.  —  George  Washington. 

I  was  born  in  America,  I  lived  there  to  the  prime  of 
my  life ;  but,  alas !  I  can  call  no  man  in  America  my 
friend.  —  Benedict  Arnold. 

Reformers  make  opinions,  and  opinions  make  parties.  — 
Alexander  Hamilton. 

The  Union,  —  it  must  and  shall  be  preserved.  — 
Andrew  Jackson . 

I  would  rather  be  right  than  president.  —  Henry  Clay. 

Remember  that  Greece  had  her  Alexander ;  Rome  her 
Caesar;  England  her  Cromwell;  France  her  Bonaparte. 


FAMOUS    SAYINGS    OF    EMINENT    MEN  4! 

If  you  would  escape  the  rock  on  which  they  split  we  must 
avoid  their  errors.  — Henry  Clay. 

One  on  God's  side  is  a  majority.  —  Wendell  Phillips. 

Whether  in  chains  or  in  laurel,  liberty  knows  nothing 
but  victories.  —  Wendell  Phillips. 

Liberty  and  union, now  and  forever,one  and  inseparable. 

—  Daniel  Webster. 

There  can  be  no  secession  without  revolution.  — 
Daniel  Webster. 

We  join  ourselves  to  no  party  that  does  not  carry 
the  flag,  and  keep  step  to  the  music  of  the  .Union. — 
Rufus  Choate. 

No  nation  could  preserve  its  freedom  in  the  midst  of 
continual  warfare.  — James  Madison. 

We  will  fight  it  out  on  this  line  if  it  takes  all  summer. 

—  U.  S.  Grant. 

I  have  always  acted  on  the  motto  that  freedom  is 
national  and  sjavery  is  sectional.  —  Charles  Sumner. 

No  man's  vote  is  lost  which  is  cast  for  the  right.  — 
John  Quincy  Adams. 

One  country,  one  constitution,  one  destiny.  —  Daniel 
Webster. 

The  sun  is  my  father,  and  the  earth  is  my  mother,  and 
on  her  bosom  will  I  repose.  —  Tecumseh. 

Our  watchword  is  victory  or  death  ;  we  will  enjoy  our 
liberty  or  perish  in  the  last  ditch.  —  Andrew  Jackson. 


42  A    PATHFINDER    IN    AMERICAN    HISTORY 

When  traitors  become  numerous    enough,  treason  be- 
comes respectable.  — J,  C.  Breckinridge. 

War  is  cruelty  and  you  cannot  refine  it.  —  William  T. 
Sherman. 

•The  people  of  the  North  must  conquer  or  be  conquered 
—  there  is  no  middle  ground.  —  William  T.  Sherman. 
There  is  room  at  the  top.  —  Daniel  Webster. 
Let  us  seize  the  present  moment  and  establish  a  na- 
tional language  as  well  as  a  national  government.  — Noah 
Webster. 

Icleas  are  the  great  warriors  of  the  world.  — James  A. 
Garfield. 


TOPICS 


First  and  Second  Year  Topics.  —  The  Boy  Columbus ; 
Columbus  and  Isabella ;  The  Voyage  ;  The  People  of 
the  Island  ;  Balboa  ;  De  Leon  ;  Cortez  and  Montezuma  ; 
Pizarro  and  the  Incas;  De  Soto ;  Americus  Vespu- 
cius  ;  Sir  Francis  Drake  ;  Sir  Walter  Raleigh  ;  Henry  Hud- 
son ;  John  Smith ;  Pocahontas ;  The  Pilgrims ;  William 
Penn  ;  Story  of  Samoset ;  Massasoit  ;  George  Washington  ; 
Israel  Putnam  ;  The  Boston  Boys  and  the  British  Soldiers  ; 
Benjamin  Franklin  ;  Paul  Revere's  Ride  ;  A  Brave  Little 
Girl  who  befriended  the  Sufferers  in  Boston  ;  Nathan 
Hale  ;  La  Fayette  ;  Lydia  Darrah  ;  Molly  Pitcher  ;  Arnold 
and  Andre  ;  Nancy  Hart ;  Robert  Fulton  ;  John  Brown  ; 
Abraham  Lincoln  ;  Eddy  the  Drummer-Boy  at  Donelson  ; 
Barbara  Frietchie ;  John  Burns  and  Jenny  Wade  at 
Gettysburg. 


44  A    PATHFINDER   IN    AMERICAN    HISTORY 


GROUPS  AND  TOPICS  RECOMMENDED 
FOR  THIRD  YEAR 

Group  I.    Explorers  and  Discoverers. 

Columbus ;  Americus  Vespucius ;  De  Leon  ;  Balboa ; 
Cortez  and  Montezuma ;  Pizarro  and  the  Incas ; 
De  Soto  and  the  Mississippi;  The  Cabots  ;  Drake  ; 
•  Raleigh  and  Queen  Elizabeth ;  Gosnold ;  Cham- 
plain  ;  Marquette  ;  La  Salle  ;  Henry  Hudson. 

Group  II.    Colonization. 

John  Smith ;  Pocahontas ;  The  Mayflower  and 
the  Pilgrims;  Myles  Standish  ;  Roger  Williams  ;  Wil- 
liam Penn  ;  The  Settlement  of  Connecticut ;  The 
Pequot  War ;  King  Philip's  War  ;  The  Indians ; 
The  Dutch  and  New  Amsterdam ;  Importation  of 
Slaves. 

Group  m.    The  Last  French  War  and  the  Revolution. 

Anecdotes  of  Last  French  War ;  Story  of  Washing- 
ton's Journey  to  the  French  Forts;  The  Acadians; 
Braddock's  Defeat ;  Wolfe  and  Montcalm  ;  Patrick 
Henry;  Boston  Tea  Party;  Paul  Revere  ;  Battles  of 
Concord  and  Lexington  ;  Joseph  Warren  ;  Battle  of 
Bunker  Hill ;  La  Fayette  ;  Valley  Forge  ;  Marion 
the  Swamp  Fox  ;  Israel  Putnam  ;  Benjamin  Frank- 
lin and  The  Lighting  Rod  ;  Arnold  the  Traitor 
and  Andre*  the  Spy. 


TOPICS  45 

Group  IV.    The  Republic  from  1789  to  1820. 

Eli  Whiiney  and  the  Cotton-gin ;  Daniel  Boone 
and  the  Indians  ;  Thomas  Jefferson ;  Fulton  and 
the  Steamboat. 

Group  V.    The  Republic  from  1820  to  1865. 

The  Railroad ;  Morse  and  the  Telegraph ;  The 
Story  of  Slavery  ;  John  Brown  ;  Abraham  Lincoln  ; 
Anecdotes  of  the  Civil  War  (especially  those  that 
cultivate  a  patriotic  spirit  and  show  how  the  "  Boys 
in  Blue  "  suffered). 

Teach  these  dates  thoroughly :  1492,  1607,  1620. 


GROUPS   AND   TOPICS    RECOMMENDED 
FOR   FOURTH    YEAR. 

(TRACE  EVERYTHING  ON  THE  MAP.) 

Group  I.    Explorers  and  Discoverers. 

Same  as  Third  Year  except  that  the  Settlement  of 
St.  Augustine  is  added. 

Group  n.    Colonization. 

a.   Virginia  — 

John  Smith  and  his  Explorations;  The  Starving 
Time  and  the  Coming  of  Lord  Delaware  ;  Bacon's 
Rebellion  and  Governor  Berkeley. 


46  A    PATHFINDER    IN    AMERICAN    HISTORY 

b.  Massachusetts  — 

The  Pilgrims,  their  Sufferings  and  Early  Experi- 
ences ;  Myles  Standish  ;  Roger  Williams  ;  King 
Philip's  War ;  Salem  Witchcraft. 

c.  Middle  Colonies  — 

New  York  :  Early  Settlement ;  Patroons  ;  Peter 
Stuyvesant  ;  Dutch  Manners  and  Customs. 
Pennsylvania :  centre  everything  about  William 
Penn. 

d.  Pupil's  own  State.     We  take  Connecticut  for  a 
sample. 

Settlement  of  Hartford  and  New  Haven  ;  Pequot 
War  ;  Charter  Oak  ;  any  interesting  facts  con- 
nected with  the  history  of  the  town  in  which  the 
school  is  located  ;  Manners  and  customs  prom- 
inent. 

Group  m.  The  Last  French  War  and  the  Revolution. 
Washington  in  the  Last  French  War  and  the 
Revolution  ;  Braddock's  Defeat ;  Wolfe  at  Quebec ; 
Patrick  Henry  and  the  Stamp  Act ;  Boston  Tea 
Party ;  Samuel  Adams  and  the  Boston  Massacre  ; 
Paul  Revere  and  Concord  and  Lexington  ;  Joseph 
Warren  and  Bunker  Hill ;  Israel  Putnam  ;  Nathan 
Hale  ;  Washington  at  Trenton  and  Valley  Forge ; 
La  Fayette  and  aid  from  France  ;  Benjamin  Frank- 
lin ;  Burgoyne's  Surrender  ;  Marion  and  the  Parti- 
sans ;  Arnold  and  Andre* ;  Surrender  of  Cornwallis  ; 
Manners  and  Customs  prominent. 


TOPICS  47 

Group  IV.    Republic  from  1789  to  1820. 

Eli  Whitney  and  the  Cotton-gin  ;  Thomas  Jeffer- 
son ;  Boone  and  the  Kentucky  Indians ;  Burr  and 
Hamilton ;  Expedition  of  Lewis  and  Clarke  ;  Ful- 
ton and  the  Steamboat ;  Impressment  of  American 
Seamen  by  England  ;  Perry's  Victory. 
Group  V.  Republic  from  1820  to  1865. 

The  Story  of  the  Railroad  ;  The  Story  of  Slavery  ; 
Prudence  Crandall  ;  William  Lloyd  Garrison ; 
Morse  and  the  Telegraph ;  Discovery  of  Gold  in 
California ;  Underground  Railroad ;  John  Brown's 
Raid ;  Abraham  Lincoln ;  Incidents  of  the  Civil 
War. 

Teach  these  dates  thoroughly  :  — 
1492,  1607,  1620 
177S>  J789>  i86i-'6s 

Add  one  or  two  dates  in  History  of  the  pupil's  State. 


GROUPS   AND   TOPICS   RECOMMENDED 
FOR  THE   FIFTH    YEAR 

Remember  that  Geography  and  History  should  go 
hand  in  hand ;  therefore  let  the  maps  remain  before  the 
pupils  during  every  lesson. 

Group  I.     Explorers  and  Discoverers. 

Same  as  Fourth  Year. 


48  A    PATHFINDER    IN    AMERICAN    HISTORY 

Group  II.    Colonization. 

Same  as  Fourth  Year. 
Group  III.  Last  French  War  and  the  Revolution. 

Same  as  Fourth  Year  with  the  addition  of  jealousy 
between  the  States  and  Shays's  Rebellion.  Cause 
and  effect  should  be  made  more  prominent  now. 
For  instance,  the  causes  of  the  Last  French  War 
and  the  Revolution  should  be  clearly  brought  out. 
Children  at  this  stage  can  be  led  to  note  that  every 
important  event  is  the  logical  outcome  of  what  pre- 
ceded, and  is  also  a  determining  force  in  moulding 
the  future. 
Group  IV.  The  Republic  from  1789  to  1820. 

Same  as  Fourth  Year  with    the    addition  of   The 
Prairie  Schooner,  or  Western  Emigration. 

Group  V.    The  Republic  from  1820  to  1865. 

Same  as  Fourth  Year  with  the  addition  of  the  fol- 
lowing :  The  Assault  on  Charles  Sumner  by  Pres- 
ton S.  Brooks  ;  What  caused  the  Civil  War ;  Fort 
Sumter ;  The  Mob  in  Baltimore ;  Prison  Life  in 
the  Civil  War ;  Lee's  Surrender ;  Flight  and  Cap- 
ture of  Jefferson  Davis  ;  Assassination  of  Abraham 
Lincoln. 
Teach  these  dates  thoroughly  :  — 

1492,         1607,  1733,  1620 

mS-'^  !789>  l8°3 
i8i2-'i4,  1848,  i86i-'65 

Add  one  or  two  dates  in  History  of  the  pupil's  State. 


TOPICS  49 


GROUPS   AND   TOPICS    RECOMMENDED 
FOR   SIXTH    YEAR 

Group  I    Explorers  and  Discoverers. 

Same  as  Fifth  Year. 

Group  n.    Colonization. 

Same  as  Fifth  Year. 

Group  III.    Last  French  War  and  the  Revolution. 

Same  as  Fifth  Year  with  the  addition  of  the  follow- 
ing :  Robert  Morris ;  John  Adams ;  Paul  Jones ; 
Charles  Lee  ;  Gen.  Greene. 

Group  IV.    The  Republic  from  1789  to  1820. 

Same  as  Fifth  Year  with  the  addition  of  the  follow- 
ing: Causes  of  War  of  1812;  Tecumseh  and  the 
Prophet  and  Tippecanoe  ;  Constitution  and  Guer- 
riere;  Andrew  Jackson  and  the  Battle  of  New 
Orleans. 

Group  V.    The  Republic  from  1820  to  1865. 

Same  as  Fifth  Year  with  the  addition  of  the  follow- 
ing :  Andrew  Jackson  and  Nullification  ;  Webster 
and  the  Union  ;  The  Mormons ;  Dr.  Whitman  and 
Oregon  ;  The  Story  of  the  Seminoles  and  the  Che- 
rokees ;  Causes  of  the  Mexican  War  ;  Mason  and 
Slidell ;  Bull  Run  ;  The  Merrimack  and  the  Moni- 
tor ;  Emancipation  Proclamation  and  the  Draft ; 


5O  A    PATHFINDER    IN    AMERICAN    HISTORY 

Fall  of  Vicksburg;  Battle  of  Gettysburg;  Sheri- 
dan's Ride ;  Sherman's  March  to  the  Sea ;  Gen. 
Grant ;  Gen.  Lee ;  Stonewall  Jackson ;  "Jeb " 
Stuart ;  Gen.  Sherman  ;  Gen.  Sheridan  ;  Jefferson 
Davis. 
Dates  same  as  Fifth  Year. 


HISTORY  FOR  PRIMARY  GRADES 


SPECIAL      REFERENCES       FOR       FIRST,      SECOND,      AND 
THIRD     YEARS 

These  references  may  be  used  for  other  years  also. 
We  put  them  here  because  most  of  them  are  specially 
adapted  to  younger  pupils. 

Monroe's  Story  of  Our  Country.  —  Columbus,  pp.  9- 
29;  John  and  Sebastian  Cabot,  pp.  37-46;  Sir  Walter 
Raleigh,  pp.  46-55  ;  John  Smith,  pp.  55-68 ;  Pocahontas, 
pp.  68-79  ;  The  Pilgrims,  pp.  79-97  ;  Roger  Williams,  pp. 
97-107;  William  Penn,  pp.  114-124;  King  Philip,  pp. 
129-142;  Benjamin  Franklin,  pp.  147-157;  Driven  into 
Exile,  pp.  167-172  ;  Washington'  s  Boyhood,  pp.  179-185  ; 
Stirring  Times  in  Boston,  pp.  193-200  ;  Arnold,  the  Trai- 
tor, pp.  252—259. 

American  History  Stories.  Volume  I.  —  The  Boy 
Columbus,  pp.  13-15 ;  Columbus  and  Isabella,  pp.  19- 
22;  Voyage  of  Columbus,  pp.  22,  23;  The  People 
Columbus  found,  p.  24  (Indians.  Tell  about  them. 
See  Eggleston's  History  for  pictures);  Sad  Days  in  Life 
of  Columbus,  p.  25  ;  Story  of  Balboa,  pp.  42,  43  ;  John 
51 


52  A    PATHFINDER    IN    AMERICAN    HISTORY 

Smith  and  Pocahontas,  pp.  48-52  ;  The  Pilgrims,  pp.  57- 
63;  Samoset,  pp.  122-124;  William  Penn,  pp.  93-99; 
Farmer  Dustin,  pp.  139-141. 

American  History  Stories.  Volume  II.  —  The  Boston 
Boys,  pp.  19-22;  A  Brave  Little  Girl,  pp.  23,  24;  Paul 
Revere's  Ride,  pp.  41-44 ;  "  Free  and  Equal,"  pp.  87,  88 ; 
Story  of  Lydia  Darrah,  pp.  89,  90  ;  The  Fox  of  the  South- 
ern Swamp,  pp.  108-110  ;  Putnam  and  the  Wolf,  pp.  116, 
117;  Nancy  Hart,  pp.  146,  147. 

American  History  Stories.  Volume  IH  —  Fulton's 
Steamboat,  pp.  31-33  ;  The  American  Army  of  Two,  pp. 
50-54;  John  Brown,  pp.  131-137. 

American  History  Stories.  Volume  IV. —  Abraham 
Lincoln,  pp.  5-12;  Young  Col.  Ellsworth,  pp.  29,  30; 
Eddie,  the  Drummer  Boy,  pp.  44-47  ;  A  Brave  Boy  at 
Fort  Henry,  pp.  59,  60;  A  Plucky  Boy  at  Fort  Donel- 
son,  pp.  63,  64 ;  The  Mock  Funeral,  pp.  95-98  ;  Sharp- 
shooters, pp.  98-100;  Joe  Parsons,  pp.  102,  103;  The 
Home  Aids  of  the  War  Picture,  pp.  103-110:  John 
Burns;  Jenny  Wade,  pp.  130,  131. 

Eggleston's  First  Book  in  American  History.  —  Colum- 
bus, pp.  1-17;  John  Smith,  pp.  23-34;  Story  of  Poca- 
hontas, pp.  35-40 ;  Hudson,  pp.  42-49  ;  Miles  Standish, 
pp.  49-53;  William  Penn,  pp.  59-66  ;  Boyhood  of  Frank- 
lin, pp.  86-89;  Young  George  Washington,  pp.  102-108; 
Daniel  Boone,  pp.  134-140;  Morse  and  the  Telegraph, 
pp.  161-170;  Early  Life  of  Abraham  Lincoln,  pp.  171-176. 


HISTORY    FOR    PRIMARY    GRADES  53 

Blaisdell's  Stories  of  the  Civil  War.  — The  Death  of 

Col.  Ellsworth,  pp.  25-27  ;  Little  Eddie,  the  Drummer 
Boy,  pp.  36-41  ;  A  Thrilling  Experience  in  a  Balloon,  pp. 
47-53  ;  How  a  Boy  helped  McClellan,  pp.  62-67  ;  Old 
Abe,  the  Soldier  Bird,  pp.  68-73  5  A  Boy's  Experience  at 
the  Battle  of  Fredericksburg,  pp.  74-81  ;  Two  Scouts  who 
had  Nerves  of  Steel,  pp.  113-119;  The  Message  of  Life, 
pp.  129-137  ;  The  Perils  of  a  Spy's  Life,  pp.  146-153  ;  The 
Horrors  of  Andersonville  Prison,  pp.  158-163  ;  The  Hero- 
ism of  Rebecca  Wright,  pp.  158-164;  The  Fortunes  of 
War,  pp.  169-177  ;  Barter  and  Trade  in  Andersonville 
Prison,  pp.  178-181  ;  Bread  cast  upon  the  Waters,  pp.  182- 
186;  Running  the  Blockade,  pp.  197-207;  Boys  in  the 
Late  War,  pp.  208-215  ;  How  they  lived  in  the  South  dur- 
ing the  War,  pp.  216-221  ;  Foes  become  Friends,  pp.  222- 
229. 

Lee  and  Shepard's  The  Boston  Tea  Party.  —  Story  of 
throwing  overboard  the  Tea,  pp.  13-18;  The  Skirmish  at 
Lexington,  pp.  22—28  ;  The  Fight  at  Concord,  pp.  29-43; 
Fifer's  Story  of  Battle  of  Saratoga,  pp.  44-46  ;  Arnold's 
Expedition  against  Quebec,  pp.  47-67  ;  The  Green  Moun- 
tain Boys  at  Ticonderoga,  pp.  68-75  5  Gen.  Putnam's 
Ride  down  the  Precipice,  pp.  76-79  ;  Gen.  Stark  and  the 
Battle  of  Bennington,  pp.  80-97  ;  Gen.  Sullivan  saved 
by  his  Wife,  pp.  98-107  ;  Washington's  Escape  from 
Capture,  pp.  114-125;  The  Cruelty  of  Tarleton,  pp. 
126-134;  The  Mutiny  at  Morristown,  pp.  155-173;  The 
Battle  of  Bunker  Hill,  pp.  174-182. 


54  A    PATHFINDER    IN    AMERICAN    HISTORY 

Johonnot's  Grandfather's  Stories.  —  The  Boston  Boys, 
pp.  69,  70;  Washington  and  the  Horse,  pp.  71-74;  Our 
Grandmothers  at  School,  pp.  74-81  ;  The  Boston  Tea 
Party,  pp.  81-85;  Rebecca, --the  Drummer,  pp.  88-97; 
Daniel  Webster  as  a  Boy,  pp.  97-100. 

Johonnot's  Stories  of  Heroic  Deeds.  —  Columbus  and 
the  Eclipse,  pp.  25-27  ;  The  Pequots,  pp.  27-29  ;  The 
Story  of  Mrs.  Dustin,  pp.  31-34;  Frances  Slocum,  pp.  39- 
43;  Obed's  Pumpkins,  pp.  43-50;  The  Gaspe,  pp.  50- 
53;  Ethan  Allen,  pp.  53,  54;  Gen.  Prescott,  pp.  56-58; 
Prescott  and  the  Yankee  Boy,  pp.  58-62  ;  The  Daring  of 
Paul  Jones,  pp.  66-71;  Lydia  Darrah,  pp.  77-80;  The 
Tory's  Horse,  pp.  83-87  ;  Gen.  Schuyler,  pp.  87-92 ; 
Story  of  Franklin's  Kite,  pp.  123-126. 

Johonnot's  Stories  of  Our  Country.  —  Ponce  de  Leon,  pp. 
7-9;  De  Soto,  pp.  9-15;  John  Smith  and  Pocahontas, 
pp.  15-24;  Henry  Hudson,  pp.  24-29  ;  Massasoit,  pp.  29- 
32  ;  Roger  Williams,  pp.  32-37  ;  King  Philip,  pp.  37-44; 
The  Three  Regicides,  pp.  48-52  ;  The  Charter  Oak,  pp. 
60-64  ;  The  Acadian  Exiles,  pp.  66-72  ;  William  Penn 
and  the  Indians,  pp.  72-77  ;  George  Washington,  pp.  85- 
94  ;  Patrick  Henry,  pp.  94-98  ;  Israel  Putnam,  pp.  98-108  ; 
The  Youth  of  Franklin,  pp.  108-115;  John  Paul  Jones, 
pp.  115-123;  Gen.  Marion,  pp.  126-131;  Ethan  Allen 
and  Ticonderoga,  pp.  135-140;  Valley  Forge,  pp.  140- 
146;  Arnold  and  Andre,  pp.  155-160;  Champe,  pp.  160- 
166;  Perry  and  Lake  Erie,  pp.  177-187  ;  The  Star-Span- 


HISTORY  FOR  PRIMARY  GRADES  55 

gled  Banner,  pp.   187-192  ;    Battle   of  New  Orleans,  pp. 
192-199. 

Moore's  Pilgrims  and  Puritans.  —  Indian  Customs,  pp. 
7-17  ;  The  Pilgrims  at  Scrooby  and  Holland,  pp.  20-25  ? 
Voyage  to  America  and  Settlement  of  Plymouth,  pp.  26- 
49  ;  Reception  of  Pilgrims  by  Indians,  pp.  50-66  and  70- 
76  ;  The  First  Thanksgiving,  pp.  66-70 ;  Massasoit's  Ill- 
ness, pp.  76-82  ;  Boston  in  England,  pp.  92-98  ;  The  First 
White  Settler  of  Boston,  pp.  99-110;  Governor  Winthrop 
and  his  Puritan  Followers  in  England  and  Boston,  pp. 

ns-'S2- 

Hale's  Stories  of  Discovery.  —  Columbus's  First  Voyage, 
pp.  7—24 ;  The  Discoveries  and  Voyages  of  Vasco  Da  Garna, 
pp.  34—59  ;  Magellan  and  the  Pacific,  pp.  59-86 ;  Sir 
Francis  Drake,  pp.  86-107  ;  The  First  Settlement  in 
Jamestown,  pp.  131-136  ;  John  Smith  and  Pocahontas, 
pp.  136-145  ;  Trapper's  Life,  pp.  223-227  ;  A  Herd  of 
Buffalo  on  the  Prairie,  pp.  227,  228  and  248-250 ;  A 
House  of  the  Aztecs,  pp.  250,  251. 


PREPARATORY  WORK  IN  HISTORY 


REFERENCES 

THE   ORIGINAL  INHABITANTS   OP  AMERICA 

MOUND-BUILDERS. 

Higginson's  Young  Folks'  History  of  United  States,  pp. 
5-12  ;  Bryant's  Popular  History  United  States,  pp.  19-34; 
Scudder's  '  Short  History  of  United  States,  pp.  1-26; 
Barnes's  One  Hundred  Years  of  American  Independence, 
pp.  9-12  ;  Buttenvorth's  Young  Folks'  History  of  America, 
pp.  19-25. 

INDIANS. 

Montgomery's  Leading  Facts  of  American  History,  pp. 
39-45  ;  Fggleston's  History  of  United  States  and  Its  People, 
pp.  71-76,  85-89;  The  Making  of  New  England,  pp.  142- 
148,  184-186  ;  Eggleston's  Household  History  United 
States,  pp.  69-78,  86-91  ;  Scudder's  History  of  United 
States,  pp.  89-97  ;  Catlin's  North  American  Indians, 
vols.  I.  and  II.  ;  Scudder's  Short  History  of  United  States, 
pp.  14-18;  Our  Fatherland,  pp.  31-50;  Roosevelt's  Win- 
ning of  the  West,  vols.  I.  and  II. ;  KllLs's  The  Red 
56 


PREPARATORY    WORK    IN    HISTORY  57 

and  the  White  Man  ;  Parkman's  Conspiracy  of  Pontiac, 
vol.  I.,  chaps,  i.  and  v. ;  Boots  and  Saddles ;  Tenting  on 
the  Plains ;  Reports  of  Indian  Schools ;  Richardson's 
History  of  Our  Country,  pp.  65-75  ;  Higginson's  Young 
Folks'  History  of  United  States,  pp.  13-24;  Anderson's 
New  Grammar  School  History  of  United  States,  pp.  13- 
15;  Wright's  Children's  Stories  in  American  History,  pp. 
24-26 ;  Barnes's  One  Hundred  Years  of  American  Inde- 
pendence, pp.  15-19;  The  Making  of  New  England,  pp. 
184-186.  Poems :  The  Skeleton  in  Armor,  Longfellow  ; 
The  White  Man's  Foot,  chap.  xxi.  in  Hiawatha,  Long- 
fellow. 

EXPLORERS  AND  DISCOYEREES 

EXPLORERS    FOR    SPAIN 
I.     COLUMBUS. 

Montgomery's  Leading  Facts  of  American  History, 
pp.  1-18  ;  Eggleston's  History  of  United  States  and  Its 
People,  pp.  1-12  ;  Anderson's  New  Grammar  School 
History  of  United  States,  pp.  20-27  !  Eggleston's  First 
Book  in  American  History,  pp.  1-18;  American  History 
Stories,  vol.  I.  pp.  13-25 ;  Eggleston's  Household  His- 
tory of  United  States,  pp.  1-8  ;  Scudder's  History  of 
United  States,  pp.  10-23  5  Youth's  History  of  United 
States,  vol.  I.,  pp.  7-14  ;  Scudder's  Short  History  of  the 
United  States,  pp.  22-29;  Historical  Classic  Readings, 
No.  i,  Discovery  of  America;  Our  Fatherland,  pp.  13- 


58  A    PATHFINDER    IN    AMERICAN    HISTORY. 

30  ;  Prescott's  Ferdinand  and  Isabella  ;  Higginson's  Young 
Folks'  History  of  United  States,  pp.  32-39  ;  Richardson's 
History  of  Our  Country,  pp.  28-32  ;  Butterworth's  Young 
Folks'  History  of  America,  pp.  30—36;  Wright's  Children's 
Stories  in  American  History,  chap.  v. ;  Irving's  Columbus 
(passim)  ;  Monroe's  Story  of  Our  Country,  pp.  9-28  ;  Ten 
Great  Events  in  History,  chap.  v. ;  Oilman's  Historical 
Readers,  vol.  I.,  pp.  27-71  ;  Higginson's  Young  Folks'  Book 
of  American  Explorers,  pp.  19-52  ;  Lee  &  Sheparcl's  Young 
Folks'  Series,  No.  i.  Poem  :  Columbus,  J.  R.  Lowell. 

II.  BALBOA. 

American  History  Stories,  vol.  I.,  pp.  42,  43 ;  Half 
Hours  with  American  History,  vol.  I.,  pp.  61-69  '•>  Ander- 
son's New  Grammar  School  History  of  United  States, 
pp.  31,  32  ;  Youth's  History  of  United  States,  vol.  I.,  pp. 
31-34;  Bryant's  Popular  History  of  United  States,  vol.  I., 
pp.  142-146. 

III.  CORTEZ. 

Wright's  Children's  Stories  in  American  History,  pp. 
103-114  ;  Scudcler's  History  of  United  States,  pp.  30-34; 
Prescott's  Conquest  of  Mexico  (passim) ;  Edward  Eggles- 
ton's  Montezuma  ;  Abbot's  Cortez. 

IV.  PIZARRO. 

Towle's  Heroes  of  History  (Pizarro)  ;  Prescott's  Con- 
quest of  Peru  (passim)  ;  Wright's  Children's  Stories  in 
American  History,  pp.  114-172. 


PREPARATORY    WORK    IN    HISTORY  59 

V.    NARVAEZ   AND   CABEZA  DE   VACA. 

Higginson's  Young  Folks'  Book  of  American  Explorers, 
pp.  73-96 ;  Lee  &  Shepard's  Young  Folks'  Series,  No.  2  ; 
Children's  Stories  in  American  History,  pp.  85-103  ;  Bry- 
ant's Popular  History  of  United  States,  vol.  I.,  pp.  151- 
156;  Bancroft's  History  of  United  States,  vol.  I.  pp.  27- 
37  ;  Historical  Classic  Readings,  No.  5,  pp.  10-13;  Rich- 
ardson's History  of  Our  Country,  pp.  43-45. 

VI.     DE  SOTO. 

Lee  &  Shepard's  Young  Folks'  Series,  No.  3  ;  Higgin- 
son's  Young  Folks'  Book  of  American  Explorers,  pp.  121- 
140  ;  Wright's  Children's  Stories  in  American  History, 
chap.  xiii. ;  The  Youth's  History  of  United  States,  vol.  I., 
pp.  36-38  ;  Oilman's  Historical  Readers,  vol.  I.,  pp.  84- 
86;  Butterworth's  Young  Folks'  History  of  America,  pp. 
41-45  ;  Richardson's  History  of  Our  Country,  pp.  45-49  ; 
Half  Hours  with  American  History,  vol.  I.,  pp.  80-89  5 
Bryant's  Popular  History  of  United  States,  vol.  I.  pp. 
156-167  ;  Bancroft's  History  of  United  States,  vol.  I.,  pp. 
38-48  ;  Anderson's  New  Grammar  School  History  of 
United  States,  pp.  35-39. 

EXPLORERS    FOR    ENGLAND 
I.     THE  CABOTS. 

Monroe's  Story  of  Our  Country,  pp.  37-46  ;  Lee  & 
Shepard's  Young  Folks'  Series,  No.  2  ;  Higginson's  Young 


60  A    PATHFINDER    IN    AMERICAN    HISTORY 

Folks'  Book  of  American  Explorers,  pp.  55-59  ;  Eggleston's 
First  Book  in  American  History,  pp.  18-23  '•>  Biggin- 
son's  History  of  United  States,  pp.  76-84 ;  Bryant's  Popu- 
lar History  of  United  States,  vol.  I.,  pp.  129-138;  Ban- 
croft's History  of  United  States,  vol.  I.,  pp.  61,  62  ;  The 
Sea  Fathers,  pp.  90-95  ;  Montgomery's  Leading  Facts  of 
American  History,  pp.  18,  19. 

II.     DRAKE. 

Anderson's  New  Grammar  School  History  of  United 
States,  pp.  33-35  ;  Towle's  Heroes  of  History  (Drake) ; 
Oilman's  Historical  Readers,  vol.  I.,  pp.  94-102. 

III.     RALEIGH. 

Lee  &  Sheparcl's  Young  Folks'  Series,  No.  5  ;  Higgin- 
son's  Young  Folks'  Book  of  American  Explorers,  pp. 
177-200  ;  Eggleston's  History  of  United  States  and  Its 
People,  pp.  13-17;  Richardson's  History  of  Our  Coun- 
ty' PP-  59-62 ;  American  History  Stories,  vol.  I.,  pp. 
35-40;  Eggleston's  Household  History  of  United  States, 
pp.  14-20;  Towle's  Heroes  of  History  (Raleigh)  ;  Half 
Hours  with  American  History,  vol.  I.,  pp.  105-114; 
Youth's  History  of  United  States,  vol.  I.,  pp.  55-59; 
Montgomery's  Leading  Facts  of  American  History,  pp. 
35-37  !  Bryant's  Popular  History  of  United  States,  vol. 
I.,  pp.  240-261  ;  Bancroft's  History  of  United  States,  vol. 
I.,  pp.  67-78  ;  Monroe's  Story  of  Our  Country,  pp.  46-* 
52  ;  Wright's  Children's  Stories  in  American  History,  pp 


PREPARATORY    WORK    IN    HISTORY  6l 

254-258  ;  Oilman's  Historical  Readers,  vol.  I.,  pp.  107- 
109;  Raleigh  and  the  Potato,  M.  Blathwayt,  Wide  Awake, 
28:  313. 

IV.    GOSNOLD. 

The  Making  of  New  England,  pp.  8-19 ;  Bryant's 
Popular  History  of  United  States,  vol.  I.,  pp.  79-81  ; 
Oilman's  Historical  Readers,  vol.  I.,  pp.  113-115;  Hig- 
ginson's  Young  Folks'  Book  of  American  Explorers,  pp. 
203-213. 

EXPLORERS    FOR    FRANCE 
I.     CARTIER. 

Oilman's  Historical  Reader,  vol.  I.,  pp.  87-90 ;  Higgin- 
son's  Young  Folks'  Book  of  American  Explorers,  pp.  99— 
117  ;  Lee  &  Shepard's  Young  Folks'  Series,  No.  3. 

II.     HUGUENOTS. 

Higginson's  Young  Folks'  Book  of  American  Explor- 
ers, pp.  143-166;  Lee  &  Shepard's  Young  Folks'  Series, 
No.  4;  Richardson's  History  of  Our  Country,  pp.  53- 
58  ;  Children's  Stories  in  American  History,  pp.  228- 
254;  Youth's  History  of  United  States,  vol.  I.,  pp.  42- 
51  ;  Bryant's  Popular  History  of  United  States,  vol.  I., 
pp.  189-223  ;  Bancroft's  History  of  United  States,  vol. 
I.,  pp.  19-21,50-55;  Oilman's  Historical  Readers,  vol. 
I.,  pp.  91-93  ;  Montgomery's  Leading  Facts  of  American 
History,  pp.  30-32. 


62  A    PATHFINDER    IN    AMERICAN    HISTORY 

III.     CHAMPLAIN. 

Higginson's  Young  Folks'  Book  of  American  Explor- 
ers, pp.  269-278  ;  Lee  &  Shepard's  Young  Folks'  Series, 
No.  6  ;  The  Making  of  New  England,  pp.  40-48 ;  Hig- 
ginson's History  of  United  States,  pp.  127-136;  The  Pio- 
neers of  France  in  the  New  World,  pp.  310-324;  Half 
Hours  with  American  History,  vol.  I.,  pp.  172-182  ; 
Bancroft's  History  of  United  States,  vol.  I.,  pp.  18-21, 
138,  139;  Oilman's  Historical  Readers,  vol.  II.,  pp.  7- 
ii  ;  Historical  Classic  Readings,  No.  6,  Champlain  and 
His  Associates. 

COLONIZATION 

I.    JOHN   SMITH. 

Eggleston's  First  Book  in  American  History,  pp.  23- 
42 ;  Eggleston's  Household  History  of  United  States, 
pp.  20-27  ;  The  Youth's  History  of  United  States,  vol.  I., 
pp.  63-68  ;  Bancroft's  History  of  United  States,  vol.  I., 
pp.  86-96  ;  Edward  Eggleston's  Pocahontas  ;  Markham's 
Colonial  Days,  pp.  127-145  ;  Historical  Classic  Readings, 
No.  2,  Settlement  of  Virginia;  Scudder's  Short  History 
of  United  States,  pp.  34-41  ;  Wright's  Children's  Stories 
in  American  History,  pp.  259-268  ;  Dodge's  Stories  of 
American  History,  pp.  26-33 >  Monroe's  Story  of  Our 
Country,  pp.  55-67  ;  Higginson's  Young  Folks'  Book  of 
American  Explorers,  pp.  236-265  ;  Higginson's  Young 
Folks'  History  of  United  States,  pp.  110-114;  Stories 
of  the  Old  Dominion,  pp.  30-54  ;  Lee  &  Shepard's  Young 
Folks'  Series,  No.  6. 


PREPARATORY    WORK    IN    HISTORY  63 

II.     NATHANIEL   BACON   AND   HIS   MEN. 

Stories  of  the  Old  Dominion,  pp.  65-68 ;  Appleton's 
Cyclopedia  of  American  Biography,  vol.  I.,  pp.  129,  130; 
Montgomery's  Leading  Facts  of  American  History,  pp. 
62-64  j  Eggleston's  First  Book  in  American  History,  pp. 
79-86 ;  Old  Times  in  the  Colonies,  pp.  259—262  ;  Half 
Hours  with  American  History,  vol.  I.,  pp.  260-273  ?  The 
Youth's  History  of  United  States,  vol.  I.,  pp.  207-210; 
Bancroft's  History  of  United  States,  vol.  I.,  pp.  455-469; 
Bacon's  Rebellion,  St.  Nicholas,  17,  Part  2  :  547. 

III.     HENRY   HUDSON   AND  THE   DUTCH    SETTLERS.i 

Higginson's  Young  Folks  Book  of  American  Explor- 
ers, pp.  281-307  ;  Anderson's  New  Grammar  School  His- 
tory of  United  States,  pp.  60-62  ;  Eggleston's  First  Book 
in  American  History,  pp.  42-49  ;  Scudder's  History  of 
United  States,  pp.  54-58;  Youth's  History  of  United 
States,  vol.  I.,  pp.  84-87  ;  Bryant's  Popular  History  of 
United  States,  vol.  I.,  pp.  345-358  ;  Bancroft's  History 
or  United  States,  vol.  I.,  pp.  480-488 ;  Montgomery's 
Leading  Facts  of  American  History,  pp.  65-69  ;  The  Sea 
Fathers,  pp.  141-150;  Historical  Classic  Readings,  No.  9, 
pp.  57-63  ;  Higginson's  Young  Folks'  History  of  United 
States,  pp.  88-90;  Sparks's  American  Biography,  vol.  X., 
pp.  222-231,  294;  Wright's  Children's  Stories  in  Ameri- 
can History,  pp.  292-294 ;  Cyclopedia  of  Persons  and 

1  We  put  Henry  Hudson  here  because  he  logically  belongs  here  rather  than  among 
the  explorers.  But  this  we  will  explain  more  fully  in  Part  II. 


64  A    PATHFINDER    IN    AMERICAN    HISTORY 

Places,  p.  399  ;  Oilman's  Historical  Readers,  vol.  II.,  pp. 
32,  33  ;  Historical  Classic  Readings,  No.  9,  pp.  57-63  ; 
Young  Folks'  Series,  No.  7. 

IV.     THE    MAYFLOWER   AND   THE   PILGRIMS. 

Higginson's  Young  Folks'  Book  of  American  Explor- 
ers, pp.  311-361  ;  Jane  Andrews's  Ten  Boys,  pp.  191-206  ; 
Lee  &  Shepard's  Young  Folks'  Series,  No.  8  ;  Higginson's 
Young  Folks'  History  of  United  States,  pp.  55-60  ;  The 
Making  of  New  England,  pp.  67-86  ;  Anderson's  New 
Grammar  School  History  of  United  States,  pp.  65-70 ; 
Eggleston's  Household  History  of  United  States  pp.  37- 
42  ;  The  Youth's  History  of  United  States,  vol.  I.,  pp. 
99-107  ;  Markham's  Colonial  Days,  pp.  53—71  ;  Scudder's 
History  of  United  States,  pp.  72-77  ;  Bancroft's  History 
of  United  States,  vol.  I.,  pp.  199-214;  Montgomery's 
Leading  Facts  of  American  History,  pp.  74-79  ;  Oilman's 
Historical  Reader,  vol.  II.,  pp.  12-21  ;  Eggieston's  First 
Book  in  American  History,  pp.  49-59  ;  Appleton's  Cyclo- 
pedia of  American  Biography,  vol.  V.,  pp.  643,  644  ;  Miles 
Standish  (American  Pioneers  and  Patriots  Series)  ;  His- 
torical Classic  Readings,  No.  3,  Plymouth  Plantation-; 
Historical  Classic  Readings,  No.  9,  Gov.  Bradford,  pp. 
5-11;  Historical  Classic  Readings,  No  9.,  Gov.  Brews- 
ter,  pp.  12-17 >  Historical  Classic  Readings,  No.  9, 
Gov.  Hutchinson,  pp.  17-22  ;  Scudder's  Short  History  of 
United  Slates,  pp.  42-47  ;  Dodge's  Stories  of  American 
History,  pp.  18-25;  Monroe's  Story  of  Our  Countryj.pp. 


PREPARATORY    WORK    IN    HISTORY  6$ 

85-96 ;  Barnes's  Primary  History,  pp.  42-45 ;  Richard- 
son's History  of  Our  Country,  pp.  95-100;  Old  Times 
in  the  Colonies,  pp.  117-126;  Ten  Great  Events  in  His- 
tory, pp.  207-214.  Poems  :  The  Landing  of  the  Pilgrim 
Fathers,  Heinans  ;  The  First  Thanksgiving  Day,  Preston  ; 
The  Puritan  Maiden's  May  Day,  Preston. 

V.     ROGER  WILLIAMS. 

Higginson's  Young  Folks'  History  of  United  States, 
pp.  165-169,  68-70 ;  The  Making  of  New  England 
pp.  194-199 ;  Appleton's  Cyclopedia  of  American  Biog- 
raphy, vol.  VI.,  pp.  531,  532  ;  The  Youth's  History  of 
United  States,  vol.  I.,  pp.  114-116,  102-106;  Leading 
Facts  of  American  History,  pp.  106-108,  pp.  84-86 ; 
Richardson's  History  of  Our  Country,  pp.  104,  105  ; 
Monroe's  Story  of  Our  Country,  pp.  99-104;  Bancroft's 
History  of  United  States,  vol.  I.,  pp.  249-256  ;  Bryant's 
Popular  History  of  United  States,  vol.  I.,  pp.  541-547  ; 
Old  Times  in  the  Colonies,  pp.  187-190  ;  Oilman's  His- 
torical Readers,  vol.  II.,  pp.  46-50. 

VI.     KING  PHILIP. 

Monroe's  Story  of  Our  Country,  pp.  129-141  ;  Eggles- 
ton's  First  Book  in  American  History,  pp.  67-79  5  Richard- 
son's History  of  Our  Country,  pp.  130-133  ;  Philip  of 
Pokanoket  (Irving's  Sketch  Book)  ;  Half  Hours  with 
American  History,  vol.  I.,  pp.  225-233 ;  The  Youth's 


66  A    PATHFINDER    IN    AMERICAN    HISTORY 

History  of  United  States,  vol.  I.,  pp.  170-179;  Mark- 
ham's  Colonial  Days,  pp.  22-35  ?  Bancroft's  History  of 
United  States,  vol.  I.,  pp.  480-488  ;  Historical  Classic 
Readings,  No.  4 ;  Bryant's  Popular  History  of  United 
States,  vol.  II.,  pp.  401-418;  Abbott's  History  of  King 
Philip. 

VII.    LORD  BALTIMORE  AND  THE   CATHOLICS. 

Eggleston's  History  of  United  States  and  Its  People, 
pp.  50-52  ;  Anderson's  New  Grammar  School  History  of 
United  States,  pp.  81-83  ;  Appleton's  Cyclopedia  of 
American  Biography,  vol.  I.,  pp.  153,  154;  Richardson's 
History  of  Our  Country,  pp.  119-121  ;  Old  Times  in  the 
Colonies,  pp.  293-296  ;  Leading  Facts  of  American  His- 
tory, pp.  101-104;  Scudder's  Short  History  of  United 
States,  pp.  67-71  ;  Oilman's  Historical  Readers,  vol.  II., 
pp.  51-56;  Historical  Classic  Readings,  No.  9,  pp.  22- 
28  ;  Half  Hours  With  American  History,  vol.  I.,  pp.  138- 
145  ;  The  Youth's  History  of  United  States,  vol.  I.,  pp. 
138-143;  Bryant's  Popular  History  of  United  States,  vol. 
I.,  pp.  490-498  ;  Historical  Classic  Readings,  No.  9,  pp. 
22-28. 

VIII.     SETTLEMENT   OF   CONNECTICUT  AND   NEW    HAVEN 
COLONIES. 

The  Making  of  New  England,  pp.  187-193,  203-212, 
219,  220;  Sanford's  Connecticut,  pp.  15-28,  29-32;  Old 
Times  in  the  Colonies,  pp.  171-176;  Hollister's  Connecti- 
cut, vol.  I.,  pp.  17-32,  91-97  ;  Johnston's  Connecticut, 


PREPARATORY    WORK    IN    HISTORY  6/ 

pp.  14-26,  83-108;  Stuart's  Hartford  in  the  Olden  Time, 
pp.  9-25  ;  Oilman's  Historical  Reader,  vol  II.,  pp.  61-68. 

IX.     OLD   COLONIAL   DAYS   IN   CONNECTICUT. 

Sanford's  Connecticut,  pp.  40—43,  115—126;  Hollister's 
Connecticut,  vol.  I.,  pp.  417-445  ;  Hartford  in  the  Olden 
Times  (Peculiar  laws  and  punishments),  pp.  233-243  ; 
Hartford  in  the  Olden  Times  (Old  Dutch  Point),  pp.  233- 
243;  Sanford's  Connecticut  (Indians),  pp.n-i5;  John- 
ston's Connecticut  (Indians),  pp.  26-34, 

X.     STORY   OF  THE   CHARTER   OF   CONNECTICUT. 

Monroe's  Story  of  Our  Country,  pp.  114—123;  Higgin- 
son's  Young  Folks'  History  of  United  States,  pp.  101- 
104;  Sanford's  Connecticut,  pp.  93-96;  American  His- 
tory Stories,  vol.  I.,  pp.  162-166  ;  New  England  Legends 
and  Folk  Lore,  pp.  421-426;  Hollister's  Connecticut, 
vol.  I.,  pp.  313-316,  322-324;  Montgomery's  Leading 
Facts  of  American  History,  pp.  99,  100;  Johonnot's 
Stories  of  Our  Country,  pp.  60-64. 

XI.     WILLIAM   PENN  AND  THE   QUAKERS. 

Dodge's  Stories  of  American  History,  pp.  47—51  ;  Eggles- 
ton's  History  of  United  States  and  Its  People,  pp.  57-60  ; 
Anderson's  New  Grammar  School  History  of  United  States, 
pp.  93-96  ;  Appleton's  Cyclopedia  of  American  Biography, 
vol.  IV.,  pp.  712-715  ;  Eggleston's  First  Book  in  American 
History,  pp.  59-67  ;  American  History  Stories,  vol.  I.,  pp. 


68  A    PATHFINDER    IN    AMERICAN    HISTORY 

82-86  ;  Leading  Facts  of  American  History,  pp.  88-90, 
116-119;  Scudder's  History  of  United  States,  pp.  106- 
115  ;  Half  Hours  with  American  History,  vol.  I.,  pp.  193- 
203  ;  The  Youth's  History  of  United  States,  vol.  I.,  pp. 
183-190  ;  Bancroft's  History  of  United  States,  vol.  I.,  pp. 
552-569  ;  Historical  Classic  Readings,  No.  9,  pp.  40-45 
(James  Logan)  ;  Scudder's  Short  History  of  United  States, 
pp.  61-66;  Old  Times  in  the  Colonies,  pp.  297-302; 
Barnes's  Primary  History,  pp.  59-61;  Richardson's  His- 
tory of  Our  Country,  pp.  122-125;  Oilman's  Historical 
Readers,  vol.  II.,  pp.  81-83,  89-92  ;  Watson's  The  Great 
Peacemaker. 

THE  LAST  PKENOH  WAE  AND  THE  REVOLUTION 

I.     THE  JESUITS,   FATHER  MARQUETTE.» 

Daniel  Boone,  American  Pioneer  and  Patriot  Series,  pp. 
75-78  ;  Bryant's  Popular  History  of  United  States,  vol.  II., 
pp.  503-510  ;  Bancroft's  History  of  United  States,  vol.  I., 
pp.  20,  21,  152—159;  Montgomery's  Leading  Facts  of  Amer- 
ican History,  pp.  124-126  ;  Anderson's  New  Grammar 
School  History  of  United  States,  pp.  39-41  ;  La  Salle  and 
the  Discovery  of  the  Great  West,  pp.  50-65  ;  Richardson's 
History  of  Our  Country,  pp.  154,  155  ;  Historical  Classic 
Readings, No.  5  (The  Mississippi  Valley),  pp.  29-42. 

1  The  French  Explorations  in  the  West  were  vigorously  prosecuted  late  in  the 
seventeenth  century.  These  explorations  led  them  to  lay  claim  to  the  Ohio  valley, 
and  this  claim  brought  about  the  clash  between  the  English  and  the  French  in 
America.  We  therefore  place  these  explorers  of  the  Mississippi  just  before  the 
heroic  Americans,  Franklin,  Washington,  and  Putnam,  who  became  conspicuous  in 
the  Last  French  War. 


PREPARATORY    WORK    IN    HISTORY  69 

II.     LA  SALLE. 

Bancroft's  History  of  United  States,  vol.  II.,  pp.  159-174  ; 
Bryant's  Popular  History  of  United  States,  vol.  II.,  pp. 
510-521  ;  Leading  Facts  of  American  History,  pp.  126, 
127;  Historical  Classic  Readings,  No.  5  (The  Mississippi 
Valley),  pp.  41-49  ;  La  Salle  and  the  Discovery  of  the 
Great  West,  pp.  396-406  ;  Wright's  Children's  Stories  in 
American  History,  pp.  322-330  ;  Anderson's  Popular  His- 
tory of  United  States,  pp.  43-46  ;  Richardson's  History  of 
Our  Country,  pp.  155-157. 

III.  BENJAMIN   FRANKLIN. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  II., 
pp.  526-534;  Eggleston's  First  Book  in  American  History, 
pp.  86— 1 02  ;  American  History  Stories,  pp.  121—130;  E. 
E.  Hale's  Franklin  in  France,  vols.  I.  and  II.  ;  Mayhew's 
Young  Benjamin  Franklin  ;  Scudder's  Short  History  of 
United  States,  pp.  89-102  ;  Abernethy's  Autobiography 
of  Franklin  ;  Monroe's  Story  of  Our  Country,  pp.  147- 
156;  Washington  and  His  Country  (Fisk,  Irving),  pp. 
74,  75,  220,  221,  340;  Hawthorne's  Biographical  Stories, 
pp.  266-279;  Stories  of  Heroic  Deeds,  pp.  123-125; 
Thayer's  The  Printer  Boy. 

IV.  GEORGE  WASHINGTON. 

Eggleston's  First  Book  in  American  History,  pp.  102- 
127;  American  History  Stories,  vol.  III.,  pp.  7-12,  16,  17, 

1  In  connection  with  the  study  of  the  Last  French  War,  Longfellow's  Evangeline 
might  be  read  with  great  profit. 


7O  A    PATHFINDER    IN    AMERICAN    HISTORY 

20-22;  Scudder's  George  Washington,  pp.  21-36  ;  Stones 
of  the  Old  Dominion,  pp.  94—119  ;  E.  E.  Male's  Life  of 
Washington ;  Washington  and  His  Country,  pp.  55—64, 
125—129;  Appleton's  Cyclopedia  of  American  Biography, 
vol.  VI.,  pp.  373-382  ;  The  Youth's  History  of  United 
States,  vol.  I.,  pp.  283-289;  The  Farmer  Boy  (Uncle 
Juvenell)  ;  Lossing's  Mary  and  Martha  Washington ; 
Scudder's  Short  History  of  United  States,  pp.  149-153; 
Old  Times  in  the  Colonies,  pp.  369-373  ;  living's  Wash- 
ington, vol.  I.,  pp.  98-104;  Barnes's  One  Hundred  Years 
of  American  Independence,  pp.  247,  248  ;  Zigzag  Jour- 
neys in  the  Sunny  South,  pp.  110-119;  Strange  Stories 
from  History,  pp.  151-162  ;  George  Washington's  School 
Days,  W.  F.  Carne,  Harper's  Young  People,  10  :  278,  294; 
Washington  as  an  Athlete,  C.  C.  Harrison,  St.  Nicholas, 
16 :  337  ;  George  Washington's  Boyhood,  His  Pursuits 
and  Companions,  W.  F.  Carne,  Wide  Awake,  25  :  77 ; 
Monroe's  Story  of  Our  Country,  pp.  179-185  ;  Watson's 
Father  of  His  Country  ;  Lee  &  Shepard's  Boston  Tea 
Party,  pp.  114-125.  Poem:  Ode  for  Washington's  Birth- 
day, O.  W.  Holmes. 

V.     ISRAEL   PUTNAM. 

Sanford's  Connecticut,  pp.  189-195  ;  Pratt's  American 
History  Stories,  vol.  II.,  pp.  14-20  ;  Appleton's  Cyclopedia 
of  American  Biography,  vol.  V.,  pp.  139-142  ;  Tarbox's 
Life  of  Israel  Putnam;  Sparks's  Life  of  Putnam,  pp.  109- 
m,  145-150,  164,  212;  Washington  and  His  Generals, 


PREPARATORY    WORK    IN    HISTORY  ?I 

vol.  I.,  pp.  141,  142,  146,  147  ;  Hollister's  History  of 
Connecticut,  vol.  II.,  pp.  87-91,  173,  174,  374;  Lee  & 
Shepard's  Boston  Tea  Party,  pp.  76-79. 

VI.     WOLFE. 

Montcalm  and  Wolfe,  vol.  II.,  pp.  184-190,  259-297  ; 
Old  Times  in  the  Colonies,  pp.  441-447  ;  American  His- 
tory Stories,  vol.  L,  pp.  155-160;  Half  Hours  with  Amer- 
ican History,  vol.  I.,  pp.  355—368;  The  Youth's  History 
of  United  States,  vol.  I.,  pp.  304-315  ;  Bryant's  Popular 
History  of  United  States,  vol.  III.,  pp.  304-311  ;  Ban- 
croft's History  of  United  States,  vol.  II.,  pp.  503-510; 
Rossiter  Johnson's  Old  French  War,  pp.  319—360;  Ander- 
son's Popular  History  of  United  States,  pp.  108— in; 
Monroe's  Story  of  Our  Country,  pp.  174-178;  Richard- 
son's History  of  Our  Country,  pp.  171,  172. 

VII.    PONTIAC. 

The  Youth's  History  of  United  States,  vol.  L,  pp.  316- 
331  ;  Bryant's  Popular  History  of  United  States,  vol.  III., 
pp.  312-328;  Children's  Stories  in  American  History,  pp. 
337-347- 

VIII.    OLD  COLONIAL  DAYS.' 

The  New  England  Sabbath,  American  History  Stories, 
vol.  L,  pp.  174-176;  Manner  of  Dress,  American  History 
Stories,  vol.  L,  pp.  178-181  ;  Life  in  Colonial  Times, 
Eggleston's  First  Book  in  American  History,  pp.  91-99; 
Plantation  Life  in  the  South,  Washington  and  His  Coun- 

1  For  other  references  see  Part  II.,  pp. — 


72  A    PATHFINDER    IN    AMERICAN    HISTORY 

try,  pp.  125-129  ;  Some  Ways  of  the  Colonists,  Oilman's 
Historical  Readers,  vol.  II.,  pp.  130—137  ;  How  the  Colo- 
nists Lived,  Oilman's  Historical  Readers,  vol.  II.,  pp. 
138-153;  Life  among  the  Friends  in  Pennsylvania,  Gil- 
man's  Historical  Readers,  vol.  III.,  pp.  24-27  ;  Life 
among  the  Dutch,  Oilman's  Historical  Readers,  vol. 
III.,  pp.  28-33  '•>  Colonial  Customs,  Eggleston's  History 
of  United  States,  pp.  91-99;  A  Virginia  Plantation,  Scud- 
der's  Washington,  pp.  14-20,  60-69,  107-118;  What 
the  Colonists  said  and  did,  Anderson's  New  Grammar 
School  History  of  United  States,  pp.  119-135;  Life  and 
Society  among  the  Colonies,  Leading  Facts  of  Amer- 
ican History,  pp.  142-146;  Colonial  Customs,  Higgin- 
son's  Young  Folks'  History  of  United  States,  pp.  74-98. 

IX.     PATRICK   HENRY. 

Stories  of  the  Old  Dominion,  pp.  158—180;  Appleton's 
Cyclopedia  of  American  Biography,  vol.  III.,  pp.  173— 
175  ;  Oilman's  Historical  Readers,  vol.  III.,  pp.  18-23. 

x.   SAMUEL  ADAMS  AND  THE  BOSTON  MASSACRE. 

Hosmer's  Samuel  Adams,  American  Statesmen  Series, 
pp.  160-183  5  Bryant's  Popular  History  of  the  United 
States,  vol.  III.,  pp.  359-362  ;  Appleton's  Cyclopedia  of 
American  Biography,  vol.  I.,  pp.  29-31  ;  The  Youth's 
History  of  the  United  States,  vol.  I.,  pp.  342-344;  Ban- 
croft's History  of  United  States,  vol.  III.,  pp.  371-375, 
378. 


PREPARATORY    WORK    IN    HISTORY  73 

XI.     THE   BOSTON    TEA   PARTY. 

Dodge's  Stories  of  American  History,  pp.  69-78  ;  The 
Boston  Tea  Party,  pp.  13-18 ;  Barnes's  One  Hundred 
Years  of  American  Independence,  pp.  42,  43  ;  Scudder's 
Short  History  of  United  States,  pp.  110-115;  American 
History  Stories,  pp.  31-33 ;  The  Youth's  History  of 
United  States,  vol.  I.,  pp.  346-350 ;  Bryant's  Popular 
History  of  United  States,  vol.  III.,  pp.  370-373;  Ban- 
croft's History  of  United  States,  vol.  III.,  pp.  451-457  ; 
Hosmer's  Samuel  Adams,  American  Statesmen  Series,  pp. 
243-257. 

XII.     PAUL   REVERE   AND   THE    MINUTE   MEN. 

Scudder's  Short  History  of  United  States,  pp.  116-120; 
Boys  of  '76,  pp.  27-30 ;  Cyclopedia  of  Persons  and  Places, 
p.  688  ;  Bryant's  Popular  History  of  United  States,  vol. 
III.,  pp.  318-385  ;  Oilman's  Historical  Readers,  vol.  III., 
pp.  58-63  ;  New  England  Legends  and  Folk  Lore,  pp. 
78-88  ;  Longfellow's  Paul  Revere's  Ride  ;  Goss's  Life  of 
Paul  Revere.  Poem  :  Under  the  Washington  Elm,  O.  W. 
Holmes. 

XIII.     WARREN   AND   PRESCOTT   AT   BUNKER   HILL. 

Scudder's  Short  History  of  United  States,  pp.  120-125  ; 
Barnes's  One  Hundred  Years  of  American  Independence, 
pp.  151-155  ;  Washington  and  His  Country,  pp.  157-165  ; 
Richardson's  History  of  Our  Country,  pp.  209-212  ;  Scud- 
der's History  of  United  States,  pp.  193-198.  Poem: 
Warren's  Address,  Pierpont  (in  Bryant's  Library  of  Poetry 


74  A    PATHFINDER    IN    AMERICAN    HISTORY 

and  Song)  ;  Song  of  Liberty,  by  wife  of  Gen.  Warren  (in 
Boston  Tea  Party,  pp.  19-20)  ;  Grandmother's  Story  of 
Bunker  Hill  Battle,  O.  W.  Holmes. 

XIV.     THOMAS  JEFFERSON  AND  THE  DECLARATION  OF 
INDEPENDENCE. 

Higginson's  History  of  United  States,  pp.  265-282,  344- 
349  ;  The  Youth's  History  of  United  States,  vol.  II.,  pp. 
8-18  ;  Appleton's  Cyclopedia  of  American  Biography,  vol 
III.,  pp.  415-423;  Stories  of  the  Old  Dominion,  pp.  180- 
187  ;  American  History  Stones,  vol.  III.,  pp.  34-37  ;  Eggles- 
ton's  First  Book  in  American  History,  pp.  127-134;  Family 
of  Thomas  Jefferson,  H.  T.  Upton,  Wide  Awake,  26  : 
249;  Historical  Classic  Readings,  No.  10,  pp.  26-32,  39- 
43.  Poem :  Independence  Bell,  anonymous  (found  in 
Swimon's  Fourth,  Anderson's  Historical,  and  other  Read- 
ers). 

XV.     NATHAN    HALE. 

American  History  Stories,  vol.  II.,  pp.  131-135  ;  His- 
torical Classic  Readings,  No.  10,  pp.  11-15;  Scudder's 
Short  History  of  United  States,  pp.  136-140;  Lossing's 
Two  Spies,  pp.  4-25  ;  Irving's  Washington,  vol.  IV.,  pp. 
150,  151  ;  Sanford's  Connecticut,  pp.  204-210;  Hollister's 
History  of  Connecticut,  vol.  II.,  pp.  279-282  ;  Anderson's 
Popular  History  of  United  States,  pp.  149,  150;  Sparks's 
Life  of  Arnold,  pp.  299-304  ;  Historical  Classic  Readings, 
No.  10,  pp.  11-15.  Poem:  Nathan  Hale,  Finch  (Swin- 
ton's  Fourth  Reader). 


PREPARATORY    WORK    IN    HISTORY  75 

XVI.  CHARLES   LEE. 

Washington  and  His  Country,  pp.  144-148,  248,  250- 
255,  274,  275,  349,  350 ;  Appleton's  Cyclopedia  of  American 
Biography,  vol.  III.,  pp.  657-661. 

XVII.  VALLEY  FORGE. 

Barnes's  One  Hundred  Years  of  American  Indepen- 
dence, pp.  245—248  ;  American  History  Stories,  vol.  II.,  pp. 
95-97  ;  Scudder's  Washington,  pp.  170-177  ;  The  Youth's 
History  of  United  States,  vol.  II.,  p.  52  ;  Bryant's  Popu- 
lar History  of  United  States,  vol.  III.,  pp.  393-395  ; 
Historical  Classic  Readings,  No.  10,  pp.  20-25. 

XVIII.     LA  FAYETTE. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  III., 
pp.  586-590;  American  History  Stories,  vol.  II.,  pp.  148- 
150  ;  Bancroft's  History  of  United  States,  vol.  IV.,  p.  189, 
vol.  V.,  pp.  126-133,  2I5>  274~277  j  Richardson's  History  of 
Our  Country,  p.  229  ;  Cyclopedia  of  Persons  and  Places, 
pp.  455,  456 ;  Swinton's  Advanced  Fourth  Reader,  pp. 
322-341  ;  Stories  of  the  Old  Dominion,  pp.  308-312  ; 
Barnes's  One  Hundred  Years  American  Independence, 
pp.  201,  202  ;  Watson's  The  Friend  of  Washington. 

XIX.     OUR  FLAG. 

American  History  Stories,  vol.  II.,  pp.  76-78  ;  Origin  of 
the  Stars  and  Stripes,  E.  W.  Tuffley,  Saint  Nicholas,  n, 
Part  I.  :  66  ;  The  Youth's  History  of  United  States,  vol.  I., 
PP-  375»  37^  5  Johonnot's  Stories  of  Our  Country,  pp. 


76  A    PATHFINDER    IN    AMERICAN    HISTORY 

187-192  ;  Preble's  History  of  the  Flag  of  United  States. 
Origin  of  the  Stars  and  Stripes,  a  small  pamphlet  to 
accompany  the  Washington  Chart,  which  illustrates  the 
growth  of  the  Flag.  Published  by  Root  and  Tinker, 
New  York.  Lalor's  Cyclopedia  of  Political  Science, 
vol.  II.,  pp.  232,  233  ;  Higginson's  Young  Folks'  History 
of  United  States,  pp.  199-201  ;  Building  the  Nation, 
pp.  219,  232-234;  Pratt's  American  History  Stories, 
vol.  II.,  pp.  76-82 ;  Anderson's  United  States  Reader, 
pp.  361-364  ;  Johnston's  Shorter  History  of  United 
States,  p.  77  ;  Lossing's  History  of  the  United  States, 
pp.  144,  245,  437  ;  Leading  Facts  of  American  History, 
175,  178,  357,  218  ;  How  we  are  Governed,  pp.  152, 
230.  Poems  :  Star-Spangled  Banner,  Key ;  Flag  of  the 
Free,  Millard ;  The  American  Flag,  Drake  (in  Bryant's 
Library  of  Poetry  and  Song) ;  God  save  the  Flag,  O.  W. 
Holmes. 

XX.    JOHN  PAUL  JONES. 

John  Paul  Jones,  American  Pioneers  and  Patriots 
Series  (passim);  Bryant's  Popular  History  of  United 
States,  vol.  III.,  pp.  618-623  ;  Story  of  the  American 
Sailor,  pp.  118-127;  Abbott's  Blue  Jackets  of  '76,  pp. 
83-154;  Gilman's  Historical  Readers,  vol.  III.,  pp.  43- 
49 ;  Roosevelt's  Naval  War  of  1812  ;  Cooper's  Naval  His- 
tory of  United  States ;  Appleton's  Cyclopedia  of  American 
Biography,  vol.  III.,  pp.  467,  468. 


PREPARATORY    WORK.    IN    HISTORY  77 

XXI.     BENEDICT  ARNOLD. 

Monroe's  Story  of  Our  Country,  pp.  253-259 ;  The 
Youth's  History  of  United  States,  vol.  I.,  p.  357,  vol.  II., 
pp.  114-130;  Bancroft's  History  of  United  States,  vol. 
V.,  pp.  423-438 ;  Washington  and  His  Country  (Fiske 
&  Irving),  pp.  401-421  ;  Anderson's  New  Grammar 
School  History  of  United  States,  pp.  192-198  ;  Appleton's 
Cyclopedia  of  American  Biography,  vol.  I.,  pp.  93-96 ; 
Stories  of  the  Old  Dominion,  pp.  299-307  ;  Markham's 
Colonial  Days,  pp.  387-409  ;  Dodge's  Stories  of  American 
History,  pp.  132-141  ;  Cyclopedia  of  Persons  and  Places, 
p.  66;  Sparks's  Life  of  Arnold,  pp.  3-11,  324-326,  331, 
332  ;  Boys  of  '76,  pp.  303-333  ;  Lee  &  Shepard's  Boston 
Tea  Party,  pp.  47-67. 

XXII.     ANDRE. 

Sparks's  Life  of  Arnold,  pp.  281-184;  Barnes's  One 
Hundred  Years  of  American  Independence,  pp.  300-303  ; 
Anderson's  Popular  History  of  United  States,  pp.  169- 
172  ;  The  Youth's  History  of  United  States,  vol.  II.,  pp. 
115-127  ;  The  Two  Spies,  pp.  81-105  '•>  Dodge's  Stories  of 
American  History,  pp.  132-141  ;  Boys  of  '76,  pp.  306-333^ 
Stories  of  the  Old  Dominion,  pp.  299-306 ;  Cyclopedia 
of  Persons  and  Places,  pp.  48,  49  ;  Richardson's  History 
of  Our  Country,  pp.  254-259  ;  Washington  and  His  Coun- 
try (Fiske  &  Irving),  pp.  401-419.  Poem:  Andre's  Re- 
quest to  Washington,  N.  P.  Willis. 


78  A    PATHFINDER    IN    AMERICAN    HISTORY 

XXIII.     ROBERT   MORRIS. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  IV., 
pp.  416,  417  ;  Montgomery's  Leading  Facts  of  American 
History,  pp.  170,  171  ;  Anderson's  New  Grammar  School 
History  of  United  States,  pp.  168,  169  ;  Richardson's  His- 
tory of  Our  Country,  p.  277  ;  Historical  Classic  Readings, 
No  10,  pp.  43-49. 

XXIV.     MARION   AND   THE   PARTISANS. 

Barnes's  One  Hundred  Years  American  Independence, 
pp.  287,  296,  312,  313  ;  American  History  Stories,  vol.  II., 
pp.  108-113;  The  Youth's  History  of  United  States,  vol. 
II.,  pp.  105-110;  Bancroft's  History  of  United  States, 
vol.  V.,  pp.  394,  401,  402,  503,  498-503  ;  Appleton's  Cyclo- 
pedia of  American  Biography,  vol.  IV.,  pp.  207-209  ;  Boys 
of  '76,  pp.  296,  297,  300-302,  360-362  ;  The  Swamp  Fox. 
Poem  :  Song  of  Marion's  Men,  Bryant. 

THE  EEPUBLIO  FEOM  1789  TO  1820 

I.     DANIEL  BOONE  AND  THE  INDIANS. 

The  Winning  of  the  West,  vol.  I.,  pp.  137-155,  244- 
271  ;  Appleton's  Cyclopedia  of  American  Biography,  vol. 
'•»  PP-  3ISi  3J6;  Wright's  Children's  Stories  of  American 
Progress,  pp.  8-38  ;  Eggleston's  Household  History,  pp. 
233-334 ;  Daniel  Boone's  Life,  American  Pioneers  and 
Patriots  Series  (passim) ;  Eggleston's  First  Book  in 
American  History,  pp.  134-141  ;  Half  Hours  with  Amer- 
ican History,  vol.  II.,  pp.  169-180;  Bogart's  Border  "Boy. 


PREPARATORY    WORK    IN    HISTORY.  79 

II.     ELI  WHITNEY  AND  THE  COTTON  GIN. 

Montgomery's  Leading  Facts  of  American  History, 
pp.  195-197  ;  Appleton's  Cyclopedia  of  American  Biog- 
raphy, vol.  VI.,  pp.  488,  489  ;  E.  E.  Kale's  Stories  of 
Inventions,  pp.  222-232  ;  Cyclopedia  of  Persons  and 
Places,  p.  861  ;  Building  the  Nation,  pp.  73-77  ;  Ander- 
son's Popular  History  of  United  States,  pp.  187,  188; 
Young  Folks'  History  of  America  (Butterworth),  pp.  351, 
352  ;  Oilman's  Historical  Readers,  vol.  III.,  pp.  106-108. 

III.     BURR  AND  HAMILTON. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  L, 
pp.  465-468,  vol.  III.,  pp.  56-59;  The  Youth's  History  of 
United  States,  vol.  II.,  pp.  243,  244,  vol.  III.,  pp.  322- 
326  ;  Barnes's  One  Hundred  Years  of  American  Inde- 
pendence, pp.  362,  363  ;  Building  the  Nation,  pp.  134- 
139  ;  Poor  Boys  who  became  Famous,  pp.  342,  355,  360, 
365- 

IV.     FULTON   AND   THE    STEAMBOAT. 

The  Youth's  History  of  United  States,  vol.  II.,  pp. 
245-247  ;  Appleton's  Cyclopedia  of  American  Biography, 
vol.  II.,  pp.  563,  564 ;  Towle's  Heroes  and  Martyrs  of 
Invention,  pp.  160-170  ;  Eggleston's  First  Book  in  Amei^ 
ican  History,  pp.  141-146  ;  Eggleston's  Household  His- 
tory of  United  States,  pp.  277-282  ;  Thomas  W.  Knox's 
Life  of  Robert  Fulton  ;  Cyclopedia  of  Persons  and  Places, 
pp.  318,  319  ;  Anderson's  Popular  History  of  United 
States,  pp.  201-203  5  Richardson's  History  of  Our  Coun- 


80  A    PATHFINDER    IN    AMERICAN    HISTORY 

try,  pp.  308-310 ;  Building  the  Nation,  pp.  139-141  ; 
Wright's  Children's  Stories  of  American  Progress,  pp. 
104-120. 

V.     THOMAS   JEFFERSON   AND   THE   MASSES. 

American  History  Stories,  vol.  III.,  pp.  34-37  ;  Apple- 
ton's  Cyclopedia  of  American  Biography,  vol.  III.,  pp. 
415-423  ;  Eggleston's  First  Book  in  American  History, 
pp.  127-134;  Family  of  Thomas  Jefferson,  H.  T.  Upton, 
Wide  Awake,  26  :  249. 

VI.     LEWIS   AND   CLARKE. 

Appleton's  Cyclopedia  of  American  Biography,  vol. 
III.,  p.  706  ;  Wright's  Children's  Stories  of  American  Prog- 
ress, pp.  86-103  ;  Life  of  Boone,  American  Pioneers  and 
Patriots  Series,  pp.  175-181  ;  McMasters  History  of 
the  People  of  the  United  States,  vol.  III.,  pp.  142-144, 
pp.  625-635. 

VII.  TECUMSEH  AND  THE  PROPHET. 

Appleton's  Cyclopedia  of  American  Biography,  vol. 
VI-,  pp.  57,  58;  The  Youth's  History  of  United  States, 
vol.  II.,  pp.  257-259;  Edward  Eggleston's  Tecumseh ; 
McMaster's  History  of  the  People  of  the  United  States, 
vol.  III.,  pp.  529-535. 

VIII.    PERRY'S   VICTORY. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  IV. 
pp.  735,  736;  Half  Hours  with  American  History,  vol.  II., 
pp.  234-243  ;  Richardson's  History  of  Our  Country,  pp. 
328-331;  Building  the  Nation,  pp.  187-193.  Poems: 
Old  Ironsides,  O.  W.  Holmes;  The  Lost  War-Sloop, 
Edna  Dean  Proctor. 


PREPARATORY    WORK    IN    HISTORY  8 1 

THE  EEPUBLIC  FROM  1820  TO  1865 

I.    HENRY  CLAY. 

Henry  Clay,  J.  O.  Harrison,  Century,  33  :  170;  Apple- 
ton's  Cyclopedia  of  American  Biography,  vol.  I.,  640-645  ; 
Famous  American  Statesmen,  pp.  230-233  ;  Frost's  The 
Mill  Boy  of  the  Slashes. 

II.    JOHN  C.  CALHOUN. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  I., 
pp.  498-504;  Pratt's  American  History  Stories,  vol.  IV., 
pp.  96-99  ;  Leading  Facts  of  American  History,  pp.  241, 
242. 

III.     DANIEL  WEBSTER  AND  THE  UNION. 

Strange  Stories  from  History,  pp.  185-192  ;  Appleton's 
Cyclopedia  of  American  Biography,  vol.  VI.,  pp.  406- 
414;  Reminiscences  of  Webster  (Harvey),  pp.  269-293  ; 
American  History  Stories,  vol.  III.,  pp.  99-103;  Good 
Reading,  pp.  141-151  ;  Daniel  Webster  in  his  home  in 
New  Hampshire,  A.  B.  Harris,  Wide  Awake,  27  :  300 ; 
The  Boyhood  of  Daniel  Webster  (Strange  Stories  from 
History),  pp.  185-193  ;  Pratt's  American  History  Stories, 
vol.  IV.,  pp.  99-103;  Frost's  The  Great  Expounder,  pp. 
12-80. 

IV.     STORY  OF  RAILROAD. 

Wright's  Children's  Stories  of  American  Progress,  pp. 
179-199;  Johnston's  Shorter  History  of  United  States, 
PP-  IS3y  J54;  Richardson's  History  of  Our  Country,  pp. 


82  A    PATHFINDER    IN    AMERICAN    HISTORY 

354-356.  Poems :  The  Building  of  the  Ship  (Ship  of 
State),  Longfellow  ;  Birthday  of  Daniel  Webster,  Holmes  ; 
Union  and  Liberty,  O.  W.  Holmes ;  God  save  the  Flag, 
O.  W.  Holmes. 

V.     ANDREW  JACKSON  AND  NULLIFICATION. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  III., 
pp.  373-384 ;  Eggleston's  First  Book  in  American  His- 
tory, pp.  153-161  ;  American  History  Stories,  vol.  III.,  pp. 
92-95  ;  Building  the  Nation,  pp.  249,  250;  Boys  of  '76, 
pp.  294,  295  ;  Barnes's  One  Hundred  Years  of  American 
Independence,  pp.  418,419;  Cyclopedia  of  Persons  and 
Places,  p.  418  ;  Higginsoivs  History  of  United  States,  pp. 
344-349- 

VI.     THE  STORY  OF  THE   SEMINOLES  AND  CHEROKEES. 

Wright's  Children's  Stories  of  American  Progress,  pp. 
199-209  ;  Half  Hours  With  American  History,  vol.  II., 
pp.  328-337  ;  Richardson's  History  of  Our  Country,  pp. 
363,  364- 

VII.    STORY   OF  SLAVERY. 

Wright's  Children's  Stories  of  American  Progress,  pp. 
159-179;  Scudder's  History  of  United  States,  pp.  319- 
324  ;  Building  the  Nation,  pp.  282-290  ;  Appleton's  Cyclo- 
pedia of  American  Biography,  vol.  I.,  p.  768,  vol.  II.,  pp. 
610-612,  vol.  IV.,  pp.  20,  24-26  ;  Poor  Boys  who  became 
Famous  (Wm.  Lloyd  Garrison),  pp.  156-172. 


PREPARATORY    WORK    IN    HISTORY  83 

ADDITIONAL    REFERENCES     FOR    TEACHERS. 

American  Slavery  in  1783,  Schouler's  History  of 
United  States,  vol.  I.,  pp.  3-6  ;  Slavery  Discussions 
during  Washington's  Administration,  vol.  I.,  pp.  142—150  ; 
Slavery  during  Washington's  Administration,  vol.  I.,  pp. 
239-241  ;  The  Slavery  Question  in  1804,  Schouler,  vol. 
II.,  pp.  55-58 ;  African  Slave  Trade  Abolished,  First 
Anti-Slavery  Movement  in  America  subsides,  vol.  II., 
pp.  125-130;  The  South  and  Southern  Slavery  in  1809, 
vol.  II.,  pp.  231-242  ;  British  Suppression  of  Slave  Trade, 
Schouler,  vol.  III.,  p.  129  ;  The  Slavery  Problem  in  1819, 
vol.  III.,  pp.  134-138 ;  American  Colonization  Society 
in  1819,  vol.  III.,  pp.  138-140;  The  Slave  Trade  and 
Liberia  in  1819,  vol.  III.,  pp.  141-147  ;  The  Missouri 
Compromise,  vol.  III.,  pp.  147-173,  181-188  ;  Slavery 
from  1821-37,  Schouler,  vol.  IV.,  pp.  203-229  ;  Slavery 
in  1837-38,  vol.  IV.,  pp.  297-302  ;  Slavery  in  1842-43, 
vol.  IV.,  pp.  422-427 ;  Slavery  in  United  States  His- 
tory, Lalor's  Cyclopedia,  vol.  III.,  pp.  725-737 ;  Sla- 
very Compromises  in  the  Constitution,  James  Madison 
(American  Statesmen  Series),  pp.  98-114;  Chapter  on 
Slavery,  John  C.  Calhoun  (American  Statesmen  Series) ; 
Third  Chapter,  J.  Q.  Adams  (American  Statesmen  Series)  ; 
History  of  Slavery  Question  to  1787,  Von  Hoist,  vol.  I., 
pp.  273-278;  Compromises  of  Constitution  on  Slavery, 
Von  Hoist,  vol.  I.,  pp.  289-301  ;  Economic  Contrast 
between  the  Free  and  Slave  States,  Von  Hoist,  vol.  I., 
pp.  340-356  ;  Missouri  Compromise,  Von  Hoist,  vol.  I.,  pp. 


84  A    PATHFINDER    IN    AMERICAN    HISTORY 

357-381  ;  Abolitionists  and  the  Slavery  Question,  Von 
Hoist,  vol.  II.,  pp.  80-122  ;  Compromise  of  1850,  Von 
Hoist,  vol.  III.,  pp.,  523-556  ;  Kansas  and  Nebraska  Bill, 
Von  Hoist,  vol.  IV.,  pp.  280-461 ;  The  Troubles  in  Kansas, 
Von  Hoist,  vol.  V.,  pp.  134—186  ;  The  Negro  Question, 
Cable  ;  Our  Brother  in  Black,  Haygood.  Poems  :  The 
Slave  Ships  (African  Slave  Trade),  J.  G.  Whittier ;  Fare- 
well (A  Virginia  slave  mother  to  her  daughter  sold  into 
bondage),  J.  G.  Whittier  ;  To  Faneuil  Hall,  J.  G.  Whittier. 

VIII.    THE   MORMONS. 

Montgomery's  Leading  Facts  of  American  History,  pp. 
249,  250  ;  Building  the  Nation,  pp.  440-449. 

IX.     MORSE   AND   THE   TELEGRAPH. 

Eggleston's  First  Book  in  American  History,  pp.  161- 
171  ;  Appleton's  Cyclopedia  of  American  Biography,  vol. 
IV.,  pp.  424-428  ;  Eggleston's  First  Book  in  American 
History,  pp.  141-146 ;  Wright's  Children's  Stories  of 
American  Progress,  pp.  209-228.  The  Baltimore  and  Ohio 
Railroad  Company  have  issued  an  excellent  account  of 
the  history  of  the  telegraph. 

X.     THE   DISCOVERY   OF   GOLD   IN   CALIFORNIA. 

Children's  Stories  of  American  Progress,  pp.  279-299; 
Building  the  Nation,  pp.  353-362  ;  Montgomery's  Lead- 


PREPARATORY    WORK    IN    HISTORY  85 

ing  Facts  of  American  History,  pp.  263-265  ;  Kirk   Mun- 
roe's  Golden  Days  of  '49  (fiction). 

XI.     DR.   WHITMAN    AND   OREGON. 

Montgomery's  Leading  Facts  of  American  History, 
pp.  257,  258  ;  Appleton's  Cyclopedia  of  American  Biog- 
raphy, vol.  VI.,  p.  485. 

XII.     UNDERGROUND    RAILROAD. 

Building  the  Nation,  pp.  418-424.  Poem  :  Slave's 
Dream,  Longfellow. 

XIII.  UNCLE    TOM'S   CABIN. 

An  Evening  in  Uncle  Tom's  Cabin,  Uncle  Tom's 
Cabin,  vol.  I.,  chap.  iv.  ;  The  Martyr,  Uncle  Tom's 
Cabin,  vol.  II.,  chap.  xi. ;  Astrea  at  the  Capitol  (Aboli- 
tion of  Slavery  in  District  of  Columbia),  Whittier. 

XIV.  BROOKS  AND  SUMNER. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  V., 
pp.  744-749  ;  Century  Magazine,  Nicolay  &  Hay's  Life 
of  Lincoln ;  American  Orations,  vol.  II.,  pp.  256-296 ; 
Building  the  Nation,  p.  414. 

XV.  JOHN  BROWN  AT  HARPER'S  FERRY. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  I., 
pp.  404-407  ;  American  History  Stories',  vol.  III.,  pp. 
133-138  ;  Half  Hours  with  American  History,  vol.  II.,  pp. 
363-372  ;  The  Youth's  History  of  United  States,  vol.  II., 


86  A    PATHFINDER    IN    AMERICAN    HISTORY 

pp.  383,  384  ;  Building  the  Nation,  pp.  460-467  ;  Richard- 
son's History  of  Our  Country,  pp.  432,  433,  pp.  583-585  ; 
Cyclopedia  of  Persons  and  Places,  pp.  475,  476;  Nicolay 
&  Hay's  Life  of  Lincoln,  opening  chapters;  Sanborn's 
Life  and  Letters  of  John  Brown,  pp.  31-52,  519-620; 
Poetry  :  A  Voice  of  the  Loyal  North,  O.  W.  Holmes. 
Poem :  Brown  of  Ossawattomie  (He  kissed  the  negro 
child  on  the  way  to  the  gallows),  Whittier ;  Recollec- 
tions of  the  John  Brown  Raid,  Century,  July,  1883. 

XVI.    ABRAHAM  LINCOLN  AND   SECESSION. 

Eggleston's  First  Book  in  American  History,  pp.  171- 
181  ,  Building  the  Nation,  pp.  468-475  ;  Appleton's  Cyclo- 
pedia of  American  Biography,  vol.  III.,  pp.  715-728  ;  The 
Youth's  History  of  United  States,  vol.  III.,  pp.  321-324; 
Poor  Boys  who  became  Famous,  pp.  342-367  ;  How 
Wilkes  Booth  crossed  the  Potomac,  Century,  April,  1884. 
Poems:  A  Voice  of  the  Loyal  North,  O.  W.  Holmes; 
Voyage  of  the  Good  Ship  Union,  O.  W.  Holmes  i  One 
Country,  O.  W.  Holmes. 

XVII.     JEFFERSON   DAVIS   AND   KING   COTTON. 

Appleton's  Cyclopedia  of  American  Biography,  vol. 
II.,  pp.  98-102  ;  The  Youth's  History  of  United  States, 
vol.  III.,  pp.  353-358  ;  Champlin's  Young  Folks'  History 
of  the  War  for  the  Union,  pp.  549-553  ;  Barnes's  One 
Hundred  Years  of  American  Independence,  pp.  589,  594, 
595 ;  Capture  of  Jefferson  Davis,  Burton  N.  Harrison, 


PREPARATORY   WORK    IN    HISTORY  8/ 

Century  27  :  130  ;  The  Bailing  of  Jefferson  Davis,  Cen- 
tury, 1 1  :  636-644. 


XVIII.     THE   MERRIMAC  AND  THE  MONITOR. 

Half  Hours  with  American  History,  vol.  II.,  pp.  383- 
392  ;  Champlin's  Young  Folks'  History  of  the  War  for 
the  Union,  pp.  231-239  ;  The  Youth's  History  of  United 
States,  vol.  III.,  pp.  75-84  ;  Story  of  the  Merrimac  and 
the  Monitor,  A.  Badeau,  St.  Nicholas,  14:  Part  i  :  435  ; 
The  First  Fight  of  Ironclads,  Century,  March,  1885  ;  In 
the  Monitor's  Turret,  Century,  March,  1885;  Watching 
the  Merrimac,  Century,  March,  1885 ;  Headley's  The 
Miner  Boy  and  his  Monitor. 

XIX.     McCLELLAN   AND   RICHMOND. 

Appleton's  Cyclopedia  of  American  Biography,  vol. 
IV.,  pp.  79-84  ;  Champlin's  Young  Folks'  History  of  the 
War  for  the  Union  ;  The  Peninsular  Campaign,  by  Mc- 
Clellan,  Century,  May,  1885  ;  From  the  Peninsula  to 
Antietam,  by  McClellan,  Century,  May,  1886;  Up  the 
Peninsula  with  McClellan,  Century.  March,  1885 ;  Mc- 
Clellan's  Own  Story.  Poem  :  Barbara  Frietchie,  Whittier. 

XX.    JEB  STUART. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  V., 
p.  727  ;  Champlin's  Young  Folks'  History  of  the  War  for 
the  Union,  pp.  260-263. 


88  A    PATHFINDER    IN  AMERICAN    HISTORY 

XXI.  THE   BATTLE   OF   GETTYSBURG. 

Good  Reading,  pp.  1-31  ;  Champlin's  Young  Folks' 
History  of  the  War  for  the  Union,  pp.  354-371  ;  The 
Youth's  History  of  United  States,  vol.  III.,  pp.  183-195 ; 
Richardson's  History  of  Our  Country ;  Drake's  Battle  of 
Gettysburg  (Lee  &  Shepard) ;  Greeley's  American  Con- 
flict, vol.  II.,  pp.  377-396  ;  Marching  to  Victory,  chaps, 
xi.,  xii.,  and  xiii. ;  The  Battle  of  Gettysburg,  St.  Nicholas, 
September,  1887.  Poem:  John  Burns  of  Gettysburg,  Bret 
Harte. 

XXII.  PRISON   LIFE  IN    THE   SOUTH. 

Goss's  The  Soldier's  Story  of  his  Captivity  at  Ander- 
sonville,  Belle  Isle,  and  other  Prisons ;  Spencer's  Narra- 
tive of  Andersonville  ;  Hamlin's  Andersonville  Prison  ; 
Goss's  Jed  ;  McElroy's  Andersonville. 

XXIII.     THE   ALABAMA. 

Soley's  Blockade  and  the  Cruisers  ;  Life  on  the  Ala- 
bama, by  one  of  the  crew,  Century,  April,  1886  ;  Cruise 
and  Combats  of  the  Alabama,  Century,  April,  1886;  The 
Duel  between  the  Alabama  and  the  Kearsarge,  Century, 
April,  1886  ;  Sailor  Boys  of  '61,  pp.  313-333. 

XXIV.     STONEWALL  JACKSON. 

Appleton's  Cyclopedia  of  American  Biography,  vol. 
III.,  pp.  391,  392  ;  Champlin's  Young  Folks'  History  of 
the  War  for  the  Union,  pp.  253,  254,  351,  352  ;  Harper's 
Magazine,  1891 ;  Personal  Reminiscences  of  Stonewall 


PREPARATORY    WORK    IN    HISTORY  89 

Jackson,  Century,   10:  927-936;  Cooke's  Life  of  Stone- 
wall Jackson. 

XXV.  SHERMAN  AND  THE  MARCH  TO  THE  SEA. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  V., 
pp.  502-507  ;  Story  of  the  Great  March,  Nichols ;  Gen. 
Sherman,  E.  V.  Smalley,  Century,  27:  450;  Sherman's 
March  to  the  Sea,  A.  Badeau,  St.  Nicholas,  14,  Part  2  : 
533;  Headley's  Facing  the  Enemy;  Sherman's  Memoirs. 
Poems :  Marching  through  Georgia  (vol.  IV.,  American 
History  Stories);  Sherman  in  Savannah,  O.  W.  Holmes; 
Howard  at  Atlanta,  Whittier. 

XXVI.     PHIL  SHERIDAN. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  V., 
pp.  497-500  ;  Champlin's  Young  Folks'  History  of  the 
War  for  the  Union,  pp.  451,  452  ;  Lieut.-Gen.  Sheridan, 
Adam  Badeau,  Century,  27  :  496  ;  Sheridan  in  the  Valley, 
A.  Badeau,  St.  Nicholas,  14,  Part  2  :  604  ;  Poor  Boys  who 
became  Famous,  pp.  251—269  ;  Headley's  Fighting  Phil  ; 
Sheridan's  Memoirs  ;  Sheridan  and  Sheridan's  Ride,  Cen- 
tury, February,  1884.  Poem  :  Sheridan's  Ride,  Thomas 
Buchanan  Read  (in  Bryant's  Library  of  Poetry  and  Song). 

XXVII.     U.  S.   GRANT. 

Appleton's  Cyclopedia  of  American  Biography,  vol.  II., 
pp.  709-725  ;  Champlin's  Young  Folks'  History  of  the 
War  for  the  Union  ;  The  Youth's  History  of  the  United 
States,  vol.  III.,  pp.  306-319;  Personal  Memoirs,  vol.  I., 


9O  A    PATHFINDER    IN    AMERICAN    HISTORY 

pp.  24-31  ;  The  Last  Days  of  Gen.  Grant,  Adam  Badeau, 
Century,  30:  919;  Gen.  Grant,  J.  B.  Fremont,  Wide 
Awake,  21  :  219;  Lee  &  Shepard's  Life  and  Deeds  of 
U.  S.  Grant.  Poem  :  Tenting  on  the  Old  Camp  Ground 
(vol.  IV.,  American  History  Stories). 

XXVIII.     ROBERT   E.   LEE  AND  APPOMATTOX. 

Appleton's  Cyclopedia  of  American  Biography,  vol. 
III.,  pp.  668-674;  Cooke's  Life  of  Gen.  R.  E.  Lee. 
Poems  :  The  Blue  and  the  Gray,  Finch  ;  Hymn  of  Peace, 
O.  W.  Holmes ;  United  at  Last  (Barnes's  Fourth 
Reader) ;  How  sleep  the  Brave,  Collins ;  Decoration 
Day,  Longfellow. 


LIST    OF    REFERENCE    BOOKS  9! 

LIST   OF   REFERENCE   BOOKS. 

Abernethy.  —  Autobiography  of  Franklin.     Effingham  May- 

nard  cr3  Co.,  New  York.  $  .30 

Abbott. —Captain  Miles  Standish.     Dodd,  Mead,  &>  Co.  1.25 

—  Daniel  Boone.     Dodd,  Mead,  &*  Co.,  New  York.  1.25 

—  History  of  King  Philip.     Harper  &°  Brothers.  i.oo 

—  John  Paul  Jones.     Dodd,  Mead,  &  Co.,  New  York.  1.25 

—  Cortez.                                  "              "  1.25 

—  Benjamin  Franklin.           "             "  1.25 
De  Soto.                              "             "  1.2? 


Anderson.  —  New  Grammar  School  History  of  United  States. 

Effingham,  Maynard,  o°  Co.,  I\rew  York.  net,  i.oo, 

Andrews.  —  Ten  Boys.     Lee  &•>  Shepard,  Boston.  net,    .55 

Appletoii's    Cyclopedia     of    American    Biography. 

D.  Appleton  6°   Co.,  New    York.     6  vols.  30.00 

Bancroft.  — History  of  United  States.     D.  Appleton  &  Co., 

New  York.     6  vols.  15.00 

Blaisdell.  —  Stories  of  the  Civil  War.     Lee  6°  Shepard,  Boston. 

net,      .35 

Bolton.  —  Poor    Boys   who   became    Famous.       Thomas    Y. 

Crowell  &  Co.,  New  York.  i-SO 

Brooks.  —  Story  of  the  American  Sailor.     D.  Lothrop  &  Co., 

.Boston.  2.50 

Brayman.  —  Daring  Deeds  of   American  Heroes.     Porter  &> 

Coates,  Philadelphia.  .75 

Bryant  &  Gay.  —  Popular  History  of  United  States.     4  vols. 

Charles  Scribner's  Sons,  New  York.  24.00 

Bunce.  —  Romance  of  the  Revolution.     Porter  6°  Coates,  Phil- 
adelphia. 1-25 

Butter-worth.  —  Young  Folks'  History  of  America.     D.  Lo- 
throp vSr5  Co.,  Boston.  1.50 


92  A    PATHFINDER   IN    AMERICAN    HISTORY 

Cable. —The  Negro  Question.      Charles  Scribner's  Sons.,          $-75 

Catliii. — North  American  Indians.  Chatto  6°  Windus,  Lon- 
don. _£3  3.? 

Champlin.  —  Young  Folks'  History  of  the  War  for  the  Union. 

Henry  Holt  &  Co.,  New  York.  $2.50 

Cyclopedia  of  Persons  and  Places.  Henry  Holt  &=  Co., 

A'ew  York.  2.50 

Coffin.  —  Old  Times  in  the  Colonies.  Harper  &>  Brothers, 

New  York.  3-OO 

—  Boys  of  76.     Harper  &*  Brothers,  New  York.  3-OO 

—  Building  the  Nation.     Harper  &>  Brothers,  New  York.     3.00 

—  Marching  to  Victory.     Harper  &°  Brothers,  New  York.     3.00 
Cooke.  —  Stories  of  the  Old  Dominion.     Harper  &  Brothers, 

New  York.  1.50 

—  Life  of  Gen.  R.  E.  Lee.     D.  Appleton  6°  Co.,  New  York.  3.00 
Cooper.  —  Naval  History  of  United  States.     A.  C.  Armstrong 

&  Son.,  New  York.  3.75 

Custer. —  Boots  and  Saddles.     Harper  6°  Brothers.  1.50 

—  Tenting  on  the  Plains.      Charles  L.  Webster  &1  Co.  3.50 
Dodge.  —  Stories    of    American    History.      Lee   6°  Shepard, 

Boston.                                                                                    net,  .35 

Drake.  —  Battle  of  Gettysburg.     Lee  ^  Shepard.  .50 
— The  Making  of  New  England.      Charles  Scribner's  Sons, 

Neiv  York.  1.50 

—  New  England  Legends  and  Folk  Lore.    Roberts  Brothers.  2.00 
Earle.  —  The  Sabbath  in  Puritan  New  England.     Charles  Scrib- 

ner^s  Sons,  Neiv  York.  1.2$ 

Eggleston.  —  First    Book   in   American    History.      American 

Book  Co.  .60 

—  History  of   United   States   and   its   People.     American 
Book  Co.  1.05 

Household  History  of  United  States.     D.  Appleton  &  Co.  2,50 


LIST   OF    REFERENCE    BOOKS  93 

Eggleston.  —  Strange    Stories     from     History.      Harper   dr5 

Brothers,  $1.00 

Egg^eston  &  Seelye.  —  Montezuma.     Dodd,  Mead,  6°  Co.       i.oo 

—  Tecumseh.     Dodd,  Mead,  &*  Co.  i.oo 
Ellet. — Domestic  History  of  the  Revolution.     J.  B.  Lippin- 

cott  &•  Co.,  Philadelphia.  1.25 

Ellis.  —  The  Red  Man  and  the  White  Man.     Little,  Brown,  &•» 

Co.,  Boston.  3.50 

—  Youth's  History  of  United  States.     4  vols.     Sold  by  sub- 
scription.     Cassell  &*  Co.,  New  York.  16.00 

Fiske-Irving.  —  Washington  and  His  Country.      Ginn  &>  Co., 

Boston.  .75 

Frost.  — The  Swamp  Fox.     Lee  &  Shepard.,  Boston.  i.oo 

Gray.  —  James   Madison    (American   Statesmen).      Houghton, 

Mifflin,  6°  Co.,  Boston.  1.25 

Oilman.  —  Historical    Readers.     3  vols.      The  Interstate  Pub- 
lishing Co.,  Boston. 

Vol.  I.,  net,  .36;  vol.  II.,  net,  .48;  vol.  III.,  net,      .60 

Goss. — The  Soldier's  Story.     Lee  &  Shepard,  Boston.  2.50 

Grant.  —  Personal  Memoirs.     2   vols.      Charles   L.     Webster, 

New  York.  7.00 

Greeley. — The  American  Conflict.     2  vols.     Q.   D.    Case  6° 

Co.,  Hartford.  9.00 

Hale.  —  Stories  of  Discovery.     Roberts  Brothers,  Boston.  \  .00 

—  Franklin  in  France.      2  vols.     Roberts  Brothers,  Boston.     6.00 

—  George  Washington.      C.  P.  Putnam's  Sons,  Nevv  York.   1.75 

—  Stories  of  Inventions.     Roberts  Brothers,  Boston.  I.OO 
Harvey.  —  Reminiscences  of  Daniel  Webster.     Little,  Brown, 

&  Co.,  Boston.  3.00 

Hawthorne. — Grandfather's  Chair.  Houghton,  Mifflin,  & 

Co.,  Boston.  i.oo;  Paper,  .15 

• True  Stories  from  History  and  Biography.  Hottghton, 

Mijflin,  S"  Co.,  Boston.  I.oo 


94  A    PATHFINDER    IN    AMERICAN    HISTORY 

Havgood. — Our  Brother  in  Black.  Hunt  &* Eaton,  New  York.  $1.00 
Headley.  —  Fighting  Phil.  Lee  6°  Shepard,  Boston.  1.50 

Higginson.  —  Young  Folks'  History  of  United  States.  Lee  &  • 

Shepard,  Boston.  net,  i.oo 
History  of  United  States.  Harper  dr3  Brothers,  New 

York.  3.50 

—  Young  Folks'  History  of  American  Explorers.  Lee  & 


Shepard,  Boston.  I -So 

Historical  Classical  Readings.  Effingham  Maynard  &•> 

Co.  each,  .12 

Hollister.  —  History  of  Connecticut.  Belknap  &  Warfieht, 

Hartford,  Connecticut.  2  vols.  5.00;  I  vol.  3.00 

Hosmer.  —  Samuel  Adams  (American  Statesmen).  Houghton, 

Mifflin,  &>  Co.,  Boston.  1.25 

Irving.  —  Columbus.  3  vols.  G.  P.  Putnam's  Sons,  New 

York.  per.  vol.    I.OO 

—  Sketch  Book.      G.  P.  Putnam's  Sons,  New  York.  i.oo 

—  Life    of    Washington.     5  vols.     J.  B.    Lippincott   Co., 
Philadelphia,  1870.  per.  vol.   I.OO 

Johnson. — Old  French  War.     Dodd,  Mead,  dr3  Co.  1.25 

—  War  of  1812.     Dodd,  Mead,  <5r>  Co.  1.25 
Johnston.  —  History  of  Connecticut.     Houghton,  Mifflin,  dr5 

Co.,  Boston.  1.25 

—  Shorter  History  of  United  States.     Henry  Holt  &  Co.,  net,  .94 
Johonnot. — Grandfather's  Stories.     American  Book  Co.  .27 

—  Stories  of  Heroic  Deeds.     American  Book  Co.  .30 

—  Stories  of  Our  Country.     American  Book  Co.  .40 

—  Ten  Great  Events  in  History.     American  Book  Co.  .54 
Konx.  —  Life  of  Robert  Fulton.     G.  P.  Putnam's  Sons.                1.75 
Lalor.  —  Cyclopedia  of  Political  Science,  Political  Economy,  and 

Political   History  of  United  States.     3  vols.      Charles  E. 
Merrill  &  Co.,  New  York.  ij.OO 


LIST    OF    REFERENCE    BOOKS  95 

Lossing.  —  Mary  and  Martha  Washington.   Harper  &  Brothers.  $2.50 

—  The  Two  Spies.     D.  Appleton  &>   Co.,  New   York.  2.00 
Markham.  —  The  Sea  Fathers.      Cassell  &"   Co.,  New   York.   1.25 

—  Colonial  Days.     Dodd,  Mead,  &  Co.,  New  York.  2.00 
Mayhew.  —  Young  Benjamin  Franklin.     Harper  &  Brothers,   1.25 
McMaster.  —  History  of   the    People  of   the    United   States. 

5  vols.     D.  Appleton  &°  Co.,  New  York.  per.  vol.  2.50 
Monroe.  —  Story  of  Our  Country.     Lee  &  Shepard.  net,  .66 
Montgomery.  —  Leading  Facts  of  American  History.      Ginn 

6  Co.  LOO 
Moore.  —  Pilgrims  and  Puritans.     Ginn  &  Co.  .60 
Morris.  —  Half  Hours  with  American  History.     J.  B.  Lippin- 

cott  Co.     2  vols.  3.00 

Morse. — John  Quincy  Adams  (American  Statesmen).     Hough- 
ton,  Mifflin,  &  Co.,  Boston.  1.25 
Nichols. —  Story  of  the  Great   March.     Harper  or3  Brothers.   1.50 
Nicolay  &  Hay.  —  Life  of  Abraham  Lincoln.     10  vols.     Cen- 
tury Co.,  New  York.                                                                    30.00 
Our  Fatherland.     Educational  Publishing  Co.,  Boston.          net,  .50 
Parkman.  —  Conspiracy  of  Pontiac.    2  vols.    Little,  Brown,  dr> 

Co.,  Boston.  3.00 

Pioneers  of  France  in  the  New  World.     Little,  Brown, 

6°  Co.  1.50 

La  Salle  and  the  Discovery  of  the  Great  West.     Little, 

Brown,  &  Co.  l-S° 

Montcalm  and  Wolfe.     2  vols.     Little,  Brown,  &  Co.       3.00 

Pratt.  —  American    History    Stories.     Educational  Publishing 

Co.     4  vols.  each  net,  .36 

Preble.  —  History  of  the  Flag  of  the  United  States.     Houghton, 

Mifflin,  6°  Co.,  Boston.  7.50 

Prescott.  —  Ferdinand  and  Isabella.      J.  B,  Lippincott   Co. 

3  vols.  3.00 


96  A    PATHFINDER    IN    AMERICAN    HISTORY 

Prescott. — Conquest  of  Mexico.    J.  B.  Lippincott  Co .    3  vols.  $1.50 

—  Conquest  of  Peru.     J.  B.  Lippincott  Co.     2  vols.  2.00 
Randolph.  —  Life  of  Stonewall  Jackson.     J.  B.  Lippincott  Co.  2.00 
Richardson.  —  History  of    Our  Country.     Houghton,  Mifflin, 

&  Co.,  Boston.  4.50 
Roosevelt.  —  Winning  of  the  West.     G.  P.  Putnam's  Sons, 

New  York.     2  vols.  5.00 

Naval  War  of   1812.     G.  P.  Putnam's  Sons,  New  York, 

1882.  2.50 
Sanborn.  —  Life  and  Letters  of  John  Brown.     Roberts  Broth- 
ers, Boston.  2.00 
Sanford.  —  History  of  Connecticut.     S.  S.   Scranton  &>   Co., 

Hartford,  1887.  2.OO 
Schouler.  —  History   of   United   States   of   America.      Dodd, 

Mead,  6°  Co.,  New  York.     5  vols.  11.25 

Scudder.  —  Short  History  of  United  States.      Taintor  Brothers 

6°  Co.,  New  York.  .60 

Men  and  Manners  in  America.     Charles  Scribner's  Sons.  1.25 

• History  of  United  States.      Taintor  Brothers  &  Co.  i.oo 

• George  Washington.     Houghton,  Mifflin,  &"  Co.  .75 

Sheridan.  —  Memoirs.     2  vols.     Chas.  L.  Webster  &  Co.  6.00 

Sherman.  —  Memoirs.     2  vols.      Chas.  L.  Webster  &>  Co.  5.00 

Soley.  — Sailor  Boys  of '61.     Estes  &>  Lauriat,  Boston.  1.75 
Sparks.  —  American  Biography.   10  vols.    Harper  &  Brothers, 

New  York.  per.  vol.  1.25 

Spencer.  — Narrative  of  Andersonville.     Harper  &  Brothers.  1.75 
Stuart.  —  Hartford  in  the   Olden  Times.     Belknap  &•>    War- 
field,  Hartford.                                                                               Scarce. 

Tarbox.  —  Israel  Putnam.      D.  Lothrop  Co.,  Boston.  1.25 

Towle.— Heroes  of    History  (Pizarro).     Lee  &"  Shepard.  1.25 

—  Heroes  of  History  (Drake).     Lee  &•  Shepard.  1.25 
Heroes  of  History  (Raleigh).    Lee  <&°  Shepard,  1.2$ 


LITERATURE  BEARING  UPON  AMERICAN  HISTORY      97 

Towle, —  Heroes  and  Martyrs  of  Inventions.  Lee  &>  Shepard.  $1.00 
Uncle  Juvinell.  — The  Farmer  Boy.  T.  Y.  Crowell  &  Co.  i.oo 
Von  Hoist. —  Constitutional  History  of  United  States.  7  vols. 

Callaghan  &  Co.,  Chicago.  per  set,  23.50 

John    C.    Calhoun    (American    Statesmen).     I/oiighton, 

Mifflin,  6-  Co.  1.25 

Watson.  — Boston  Tea  Party.     Lee  &  Shepard.  .35 

Noble  Deeds  of  Our  Fathers.     Lee  dr5  Shepard.  .35 

The  Friend   of    George  Washington  (La  Fayette).     Lee 

&  Shepard.  i.oo 

• Th2  Great  Peacemaker  (Penn).     Lee  &  Shepard.  i.oo 

"Weight. —  Children's   Stories   in   American   History.      Charles 

Scribner's  Sons,  A7ew  York.  1.25 

Children's  Stories  of  American  Progress.      Charles  Scrib- 

ner's  Sons,  New  York.  1-25 

Magazines. 

Century  (monthly),  4.00  year 

Scribner's  (monthly),  3.00    " 

Harper's  Monthly,  4.00    " 

Cosmopolitan  (monthly),  3.00    " 

Harper's  Young  People  (weekly),  2.00    " 

St.  Nicholas  (monthly),  3.00    " 

Wide  Awake  (monthly),  2.40    " 

Youth's  Companion  (weekly),  1.75    " 


A   GLIMPSE  AT  THE   LITERATURE   BEARING   UPON 

AMERICAN    HISTORY. 

NOTE.    This  list  will  be  extended  in  Part  II. 

Austin.  —  Standish  of  Standish.      Houghton,  Mifflin,  &>  Co.     $1.25 

The  real  and  the  romantic  are  beautifully  interwoven  in 
this  winsome  story  of  the  Pilgrim  Fathers.  The  blunt  but 
honest  old  Captain  Myles  Standish  is  the  hero. 


98  A    PATHFINDER    IN    AMERICAN    HISTORY 

Austin.  —  Betty  Alden  (a   sequel    to    Standish   of    Standish). 

Houghton,  Mifflin,  &  Co.  $1.25 

Brush.  —  Paul  and  Persis.     Lee  &>  Shepard.  l.oo 

A  story  of  Revolutionary  days  in  the  Mohawk  Valley. 

Bunce.  — Romance  of  the  Revolution.     Porter  &  Coates,  Phil.    1.25 

Catherwood.  — The  Story  of  Tonty.     A.  C.  McClurg  &  Co., 

Chicago.  1.25 

Henri  de  Tonty,  La  Salle's  devoted  friend,  is  the  hero  of 
this  thrilling  romance  descriptive  of  the  hard  lot  of  those 
who  came  to  America's  wilds  near  the  close  of  the  seven- 
teenth century. 

The  Romance  of  Bollard.      The  Century  Co.,  New  York.  1.25 

A  story  of  early  Canadian  history. 

Cooper.  —  Leather   Stocking  Tales    (1750-1800).     Houghton, 

Mifflin,  &  Co.     5  vols.  per.  vol.  l.oo 

—  Last  of  the  Mohicans  (the  Last  French  War).     Hough- 
ton,  Rlifflin,  t£°  Co.  1 .00 

—  The  Pilot  (John  Paul  Jones).     Hottghton,  Mifflin,  &  Co.   l.oo 
The  Spy  (irregular  warfare  along  the  Hudson   River  in 

the  Revolution).     Houghton,  Mifflin,  o"  Co.  l.oo 

Lionel  Lincoln  (Bunker  Hill).    Houghton,  Mifflin,  &  Co.   l.oo 

A  graphic  picture  of  life  in  Boston  in  the  early  years  of 

the  Revolution. 
Eggleston.  —  Signal    Boys.       G.    P.    Putnam's    Sons,    New 

York.  1.25 
Captain  Sam.      G.  P.  Putnani's  Sons,  New  York.  1.25 

—  Big  Brother.      G.  P.  Putnam'' s  Sons,  New  York.  1.25 
These  three  delightful  stories  for  boys  deal  with  the  South- 
ern campaign  in  the  war  of  1812. 

Ellet.  —  Domestic  History  of  the  Revolution.     J.  B.  Lippin- 

cott  Co.  1.25 

This  will  especially  interest  the  girls. 


LITERATURE  BEARING  UPON  AMERICA^  HISTORY      99 

Goss. — Jed.      Thomas  Y.  CroweU  &  Co.  $1.50 

The  incidents  of  this  book  are  true.     The  author  having 

been  a  soldier  in  the  Northern  army,  writes  of  his  personal 

experiences.     Prison  life  in  Libby  Prison,  on  Belle  Isle,  and 

in  Andersonville  Prison  is  vividly  portrayed.     It  is  one  of 

the  best  war  stories  for  boys  we  have  seen. 
Hale.  — The  Man  Without  a  Country  (Burr's  treason).    Roberts 

Brothers.  1.25 

Harte.  —  Thankful  Blossom.     Houghton,  Mifflin,  &  Co.  i.oo 

A  choice  bit  of  fiction  which  relates  to  the  critical  condition 

of   the  American  army  while  suffering   intensely  in  winter 

quarters  at  Morristown  in  1779-80. 

Hawthorne.  —  Grandfather's  Chair.    Houghton,  Mifflin,  &°  Co.     .15 
A  delightful  account    of  New  England   in   Colonial   and 

Revolutionary  days. 
Henty.  —  By.:Right  of  Conquest  (Cortez  in  Mexico).     Charles 

Scribner's  Sons.  1.50 

Under  Drake's  Flag.      Charles  Scribner's  Sons.  1.50 

With  Wolfe  in  Canada.      Charles  Scribner's  Sons.  1.50 

True   to   the  Old   Flag   (English    side   in   Revolution). 

Charles  Scribner's  Sons.  1.50 

With  Lee  in  Virginia  (Southern  side).      Charles  Scrib- 


ner's  Sons.  1.50 

Boys  are  always  pleased  with  Henty's  stories.     They  are 

excellent  stepping-stones  to  an  intelligent  and  appreciative 

reading  of  Scott's  novels. 
Irving.  —  Philip  of    Pokanoket  (in  the  Sketch  Book).      G.  P. 

Putnam's  Sons.  I.OO 
Knickerbocker's  History  of  New  York.      G.  P.  Putnam's 

Sons.  1.50 

Jackson.  —  Ramona.     Roberts  Brothers.  1.50 

A  beautiful  and  pathetic  story  relating  to  the  treatment 

the  Indians  have  received  from  the  whites. 


IOO          A    PATHFINDER    IN    AMERICAN    HISTORY 

Longfellow.  —  Hiawatha.     Houghton,  Mifflin,  &  Co.  $1.00 

Munroe.  —  The  Flamingo  Feather.     Harper  &•  Brothers,  New 

York.  i.oo 

A  story  of  the  Huguenots  in  Florida  in  1564. 

Golden  Days  of  '49.     Dodd,  Mead,  &•  Co.  1.50 

Page.  —  Among  the  Camps.      Charles  Scribner' 's  Sous. 

Four  pleasing  stories  of  the  Civil  War  for  young  people. 
Page.  —  The  Two  Little  Confederates.      Charles  Scribner'' s  Sons.  1.50 
Seton.  — Romance  of  the  Charter  Oak.     P.  O' Shea,  New  York.  1.50 

A  vivid  picture  of  life  in  Hartford  about  1687. 
Simms.  —  The  Partisan.      United  States  Book  Co.  .50 

Partisan  warfare  in  the  South,  under  the  leadership  of 
such  daring  patriots  as  Marion,  "the  Swamp  Fox,"  here 
receives  able  treatment.  The  book  is  well  worth  reading 
since  it  gives  an  excellent  conception  of  the  bitter  struggle 
for  independence  in  South  Carolina  in  the  later  years  of  the 
Revolution. 
Stowe.  —  Uncle  Tom's  Cabin.  Houghton,  Mifflin,  &>  Co.  i.oo 

No   child  in   America   should    pass   through   our   public 
schools  without  reading  this  epoch-making  book. 
Trowbridge.  —  Neighbor  Jackwood.     Lee  &  Shepard.  1.50 

—  Cudjoe's  Cave.     Lee  dr3  Shepard.  1.50 

—  The  Three  Scouts.     Lee  &  Shepard.  1.50 

—  The  Drummer  Boy.     Lee  &*  Shepard.  1.50 
These  are  excellent  for  boys:  we  would  highly  commend 

them. 


A  FEW   OF  OUR   NOTED   PATRIOTIC   POEMS. 
NOTE.     This  list  will  be  extended  in  Part  II. 

Anonymous.  —  Independence  Bell. 
Bryant.  —  Song  of  Marion's  Men. 
Drake.  —  The  American  Flag. 


BOOKS    TO    BUY    FIRST  IOI 

Bret  Harte. — John  Burns  of  Gettysburg. 
Hemans.  —  Landing  of  the  Pilgrim  Fathers. 
Holmes.  —  Lexington,  also  Old  Ironsides. 
Key.  —  The  Star-Spangled  Banner. 

r  The  Courtship  of  Miles  Standish. 

I  Evangeline. 

Longfellow.—  4  _    .  „         ,    „., 
Paul  Revere  s  Ride. 

I  The  Ship  of  State. 
Lowell.  — The  Biglow  Papers. 
Thomas  Buchanan  Read.  —  Sheru'nir.s  Ride. 
Smith.  —  My  Country,  'tis  of  thee. 

{Barbara  Frietchie. 
Astrea  at  the  Capital. 
The  Slave  Ships. 
Work.  —  Marching  through  Georgia. 


BOOKS   TO   BUY   FIRST. 

IN  making  out  the  following  list,  we  have  kept  in  mind 
those  books  written  especially  for  young  people.  Our 
readers  need  not  be  surprised,  then,  to  find  no  mention  of 
standard  histories.  Our  aim  is  to  point  out  to  the  teacher 
books  that  are  especially  suitable  for  use  in  the  elementary 
stages  —  books  that  a  large  percentage  of  children  from 
ten  to  thirteen  years  old  will  keenly  enjoy  reading.  Most 
of  these  books  can  be  bought  for  a  small  sum.  We  sug- 
gest that  teachers  encourage  children  to  begin  at  an  early 
age  forming  libraries  of  their  own.  Many  of  them  will 
like  the  suggestion  and  will  heartily  respond.  In  some 
places  where  the  authorities  are  not  liberal  enough  to  get 


IO2          A    PATHFINDER    IN    AMERICAN    HISTORY 

such  books  for  the  school,  it  will  be  an  excellent  plan  to 
ask  the  children  to  contribute  to  a  small  library  fund.  By 
doing  this,  a  teacher  of  tact  and  enthusiasm  will  soon  find 
the  school  library  growing,  and  best  of  all,  the  children's 
interest  in  history  and  good  literature  increasing  day  by 
day. 

Dodge's  Stories  of  American  History. 

Higginson's  Young  Folks'  History  of  the  United  States. 

Monroe's  Story  of  Our  Country. 

Young  Folks'  Series,  8  parts,  American  Explorers. 

Pratt's  American  History  Stories. 

Eggleston's  First  Book  in  American  History. 

Eggleston's  History  of  the  United  States. 

Johonnot's  Stories  of  Our  Country. 

Scudder's  Short  History  of  the  United  States. 

Blaisdell's  Stories  of  the  Civil  War. 

Historical  Classic  Readings. 

Oilman's  Historical  Readers. 

Montgomery's  Leading  Facts  of  American  History. 

Wright's  Children's  Stories  in  American  History. 

Wright's  Children's  Stories  of  American  Progress. 

Richardson's  History  of  Our  Country. 

Abernethy's  Franklin's  Autobiography. 

Coffin's  Old  Times  in  the  Colonies. 

Coffin's  Boys  of  '76. 

Coffin's  Building  the  Nation. 

Champlin's  Young  Folks'  History  of  the  War  for  the  Union. 

Barnes's  One  Hundred  Years  of  American  Independence. 

Scudder's  George  Washington. 

Fiske's  War  of  Independence. 

Ellis's  Youth's  History  of  the  United  States. 

Higginson's  Young  Folks'  Book  of  American  Explorers. 

Hawthorne's  Grandfather's  Chair. 

Cooke's  Stories  of  the  Old  Dominion. 

Longfellow's  Evangeline. 


A  PATHFINDER 

,  IN 

AMERICAN    HISTORY 


PART  IL 


FOR   THE   USE    OF  TEACHERS,   NORMAL 

SCHOOLS.  AND   MORE   MATURE 

PUPILS  IN  GRAMMAR 

GRADES 


BY 

WILBUR   F.   GORDY 

PRINCIPAL  NORTH  SCHOOL,  HARTFORD,  CONN. 


WILLIS  I.   TWITCHELL 

PRINCIPAL  ARSENAL  SCHOOL,  HARTFORD,  CONN. 


BOSTON 
LEE  AND    SHEPARD    PUBLISHERS 

IO      MILK      STREET 


COPYRIGHT,  1893,  BY  LEE  AND  SHEPARD 


All  Rights  Reserved 


A  PATHFINDER  IN  AMERICAN  HISTORY,  PART  II. 


"  Histories  are  as  perfect  as  the  Historian 
is  wise,  and  is  gifted  with  an  eye  and  a  soul'' 

CARLYLE. 


PREFACE   TO   PART  II 


WE  hope  the  pages  of  this  volume  contain  help  and 
inspiration  for  the  teacher  of  United  States  History. 
Its  purpose  is  to  show  that  history  may  be  taught  as  a 
growth,  and  thus  be  made  the  mean-s  of  the  best  intel- 
lectual and  moral  training.  This  method,  properly  devel- 
oped, will  lead  the  pupils  to  think  in  the  line  of  probable 
reasoning,  with  quite  as  good  results  upon  life  and  char- 
acter as  the  thinking  they  do  in  necessary  reasoning  in 
arithmetic  or  algebra. 

To  help  secure  such  results,  we  have  tried  to  distinguish 
between  important  and  unimportant  topics.  Much,  there- 
fore, has  been  freely  omitted  which  for  generations  has 
been  taught  in  American  schools.  These  omissions  are 
especially  conspicuous  in  the  treatment  of  explorers,  colo- 
nies, and  wars.  "  Suggestive  Notes,"  to  which  we  call  spe- 
cial attention,  state  fully  the  reasons  for  such  omissions. 

These  notes  contain  suggestions  as  to  the  best  way  of 
teaching  a  given  topic  or  group  of  topics.  Much  his- 
torical matter,  not  usually  found  in  books  written  for  class 
use,  is  also  given,  and  it  is  hoped  that  these  notes  may 


VI  PREFACE    TO    PART    II 

be  helpful  in  the  formation  of  broader  views  on  the  ques- 
tions discussed. 

In  some  instances  the  substance  of  a  few  paragraphs 
or  pages  from  an  accepted  authority  is  quoted,  and  the 
reader  referred  to  the  source  of  information,  with  the 
expectation  that  in  this  way  new  fields  of  investigation 
and  research  will  be  opened.  We  feel  confident  our 
efforts  in  this  direction,  however  poorly  carried  out,  will 
not  be  entirely  without  appreciation. 

Attention  is  called  to  the  following  distinctive  fea- 
tures :  — 

1.  Hints  on  conducting  the  recitation. 

2.  "  Special  Topics  "  and  "  Outside  Readings." 

3.  Charts  and  suggestions  on  their  use. 

4.  Treatment  of  wars. 

5.  Readings  in  contemporaneous  English  and  French 
history. 

6.  Suggestions  in   the   "  Notes "   on  contemporaneous 
events  in  European  states. 

7.  Numerous  references  on  manners  and  customs. 

8.  Suggestions  on  dates  and  reviews. 

9.  Carefully   selected   historical  fiction    and    patriotic 
poems. 

10.  Lists  containing  titles,  publishers,  and  prices   of 
books. 

11.  A  short  list  of  books  to  buy  first.     This  will  be  a 
safe  guide  to  those  whose  library  fund  is  small  and  who 
must  therefore  exercise  great  care  in  buying. 


PREFACE   TO    PART    II  Vll 

12.  Famous  sayings  of  eminent  men. 

This  book,  dealing  largely  with  the  pedagogical  side  of 
United  States  History,  and  uniting  methods  of  work  with 
a  comprehensive  bibliography  of  the  subject  for  juvenile  minds, 
will  be  found  especially  adapted  to  the  use  of  normal-school 
pupils. 

Leading  educational  thought  favors  a  separation  of  the 
brighter  pupils  in  any  grade  into  a  distinct  section  which 
will  be  able  to  do  more  advanced  work  than  the  other 
pupils  of  the  same  grade.  In  such  classes  the  "  Path- 
finder "  will  be  of  great  service.  Its  "  Suggestive  Notes," 
whose  specific  aim  is  to  present  the  logic  of  history,  as 
well  as  to  give  facts  not  found  in  the  usual  text-book, 
would  be  studied  with  interest  and  profit  by  such  pupils. 

It  is  believed,  also,  that  the  book  will  find  an  accept- 
able place  in  the  home,  where  it  will  prove  a  helpful  guide 
in  selecting  suitable  reading  for  the  young. 

If  the  reader  will  kindly  call  attention  to  any  error  in 
quotation  of  references,  the  authors  will  be  grateful. 

THE  AUTHORS. 
HARTFORD,  CONN.,  Feb.  i,  1893. 


TABLE  OF  CONTENTS  AND  GENERAL 

OUTLINE  * 

PART  II. 

PAGE 

PREFACE          •  .        .        . 

INTRODUCTION  TO  PART  II xxiii 

A  FEW  HINTS  ON  CONDUCTING  THE  RECITATION  IN  HISTORY,      xv 

FIRST  PERIOD. — THE  ORIGINAL  INHABITANTS  OF  AMERICA. 

THE  MOUND  BUILDERS i 

THE  CLIFF  DWELLERS 2 

THE  INDIANS 3 

SECOND  PERIOD.  —  EXPLORERS  AND  DISCOVERERS. 

I.  EXPLORERS  FOR  SPAIN 7 

Columbus. 

De  Leon  and  Florida. 
Narvaez  and  Cabeza  De  Vaca. 
De  Soto  and  the  Mississippi. 

II.  EXPLORERS  FOR  ENGLAND 15 

The  Cabots  and  North  America, 
i          Sir  Francis  Drake. 
Sir  Walter  Raleigh. 

III.  EXPLORERS  FOR  FRANCE 21 

The  Huguenots  in  South  Carolina  and  Florida. 

*    We  have  made  no  reference,  in  table  of  contents,  to  the  Suggestive  Notes, 
that  are  a  very  important  feature.     These  are  scattered  throughout  the  book. 
ix 


TABLE    OF    CONTENTS 
THIRD  PERIOD.  —  COLONIZATION. 

PAGE 

THE  ENGLISH  IN  AMERICA 22 

I.  VIRGINIA  (1607) 22 

James  I.  and  the  charter;  John  Smith  and  the  colonists; 
the  voyage  and  settlement;  Smith's  explorations  and  the 
Indians;  Pocahontas;  Smith  leaves  Virginia;  the  winter  of 
suffering  and  starvation;  the  "Great  Charter;"  Gov.  Dale 
and  the  people;  tobacco  and  slavery;  representative  gov- 
ernment; wives  for  the  settlers;  Gov.  Berkeley  and  tyranny; 
contrast  between  the  Cavalier  of  Virginia  and  the  Puritan  of 
Massachusetts;  England's  navigation  laws;  royal  favorites 
presented  with  Virginia;  the  common  people  ignored  and 
abused;  Bacon's  rebellion. 

II.  NEW  NETHERLAND,  OR  NEW  YORK  (1614)   ...      27 

Henry  Hudson;  the  Dutch  in  New  Netherland;  Peter 
Minuit  and  Amsterdam;  the  Patroons;  Peter  Stuyvesant  and 
popular  rights;  New  Netherland  becomes  New  York. 

III.  MASSACHUSETTS 29 

#.  PLYMOUTH  COLONY  (1620). 

Religious  intolerance  and  the  Puritans  in  England;  Hol- 
land the  first  refuge;  why  the  pilgrims  came  to  America; 
the  Pilgrims  and  the  English  boundary;  the  character  of  the 
colonists;  the  compact  in  the  cabin  of  the  Mayflower;  Cap- 
tain Myles  Standish  and  the  exploring  expedition;  landing 
of  the  Pilgrims  at  Plymouth  Rock;  the  colonists  in  distress; 
the  town  meeting;  Massasoit  and  the  Indians;  the  Pilgrims 
become  independent  of  the  English  Company;  Plymouth  of 
the  present. 
b.  MASSACHUSETTS  BAY  COLONY  (1630). 

The  first  colony  settles  at  Salem;  Endicott's  religious  zeal: 


AND    GENERAL    OUTLINE  XI 

THIRD  PERIOD  —  COLONIZATION  {continued}. 

PACK 

the  Church  and  the  State;  religious  intolerance  among  the 
Puritans;  Roger  Williams  and  Mrs.  Hutchinson  sent  out  of 
the  colony;  Harvard  University  and  the  common  schools; 
Eliot  and  the  Indians;  the  New  England  Confederacy;  the 
Puritans  and  the  Quakers;  industries  and  trade;  King  Philip's 
War;  the  witchcraft  delusion  at  Salem;  Gov.  Andros  and 
the  Charter. 

IV.  CONNECTICUT  (1634) 35 

The  Dutch  in  Connecticut;    emigration   from  Massachu- 
setts; John  Winthrop  and  Saybrook;  the  Pequot  War;  the 

first  constitution;  settlement  of  New  Haven;  the  regicides 
seek  an  asylum  in  Connecticut;  a  liberal  charter  secured; 
.Andros  and  the  Charter  Oak. 

V.  MARYLAND  (1634) 37 

Lord  Baltimore  and  the  Catholic  colony;  the  wigwam 
church;  political  and  religious  freedom;  the  trouble  with 
Clayborne;  Lord  Baltimore  leaves  Maryland;  the  Catholics 
persecuted;  loss  of  the  charter;  the  Church  of  Maryland 
established;  Maryland  again  passes  into  the  hands  of  Lord 
Baltimore;  Mason  and  Dixon's  line. 

VI.  PENNSYLVANIA  (1681) 38 

Charles  II. 's  grant  to  William  Penn;  Penn's  holy  experi- 
ment;  emigration  to   Pennsylvania;    Penn,  the    proprietor, 
takes   possession;    the  government  of  the  colony;    Penn's 
treaty  with  the  Indians;  Philadelphia's  rapid  growth;  Penn 

and  his  province. 

VII.  GEORGIA  (1733) .        -39 

Oglethorpe  the  general  and  philanthropist;  the  two  rea- 
sons for  colonizing  Georgia;  first  settlement  made  at  Savan- 


Xll  TABLE   OF   CONTENTS 

THIRD  PERIOD  —  COLONIZATION  {continued). 

PAGE 

nah;  silk  culture;  the  importation  of  rum  and  slavery  pro- 
hibited; the  Wesleys  and  Whitefield;  war  with  the  Spaniards. 

THE  FRENCH  IN  AMERICA 41 

I.  THE  FRENCH  REACH  THE  MISSISSIPPI    ....      41 

Champlain  and  the  Jesuits. 

Champlain  and  the  Iroquois. 

The  Jesuits. 

Father  Marquette. 

La  Salle. 
II.  THE  LAST  FRENCH  WAR        .        .        .        .        .        .45 

Preparations  made  by  the  French;  the  Ohio  Company; 
Washington's  perilous  journey;  the  fighting  begins;  the 
Albany  Convention. 

Plans  for  the  year  1755;  Braddock's  defeat;  expulsion  of 
the  Acadians. 

Invasion  of  Canada;  capture  of  Ticonderoga  and  Crown 
Point;  capture  of  Quebec. 

Pontiac's  conspiracy;  the  great  results  of  the  Last  French 
War. 

CONDITION  OF  THE  COLONIES  JUST  BEFORE  THE  REVO- 
LUTION       59 

Growth  of  the  country;  the  number  and  character  of  the 
population;  industries  and  trade;  wealth. 

FOURTH  PERIOD. — THE  REVOLUTION  AND  THE  CRITICAL  PERIOD. 

I.  CAUSES  OF  THE  REVOLUTION 60 

The  Navigation  Acts  and  American  commerce;  smuggling 
and  writs  of  assistance;  George  III.  and  his  plan  to  keep  , 


AND    GENERAL    OUTLINE  Xlll 

FOURTH  PERIOD. — THE  REVOLUTION,  ETC.  (continued*). 

PACK 

the  colonies  obedient;  Patrick  Henry  and  the  Stamp  Act; 
the  Stamp  Act  Congress;  the  Stamp  Act  repealed. 

New  taxes  and  their  results;  the  "Boston  Massacre;" 
taxes  removed  except  that  on  tea;  burning  the  Gaspee. 

The  Boston  "Tea  Party;"  punishment  of  Boston;  colo- 
nies unite  to  aid  Boston;  the  First  Continental  Congress. 
II.  THE  REVOLUTION 70 

General  outline. 

In  New  England  and  Canada :  Paul  Revere  and  the 
minute  men;  Lexington  and  Concord;  Second  Continental 
Congress. 

Bunker  Hill. 

Attempt  on  Canada;  the  Hessians;  the  British  driven 
from  Boston;  the  Tories. 

In  the  Middle  States  :  Declaration  of  Independence. 

Battle  of  Long  Island;  Washington's  escape  from  Long 
Island. 

Retreat  through  New  Jersey;  Battle  of  Trenton;  Robert 
Morris  and  the  American  treasury. 

British  plan  in  1777;  Howe  and  the  Brandywine. 

Valley  Forge;  Conway  cabal. 

Burgoyne  and  the  Hudson;  Saratoga  and  aid  from  France; 
the  French  Treaty. 

In  the  North  :  Arnold's  treason. 

Paper  money;  weakness  and  difficulties  of  Congress;  re- 
volt of  the  American  troops  in  1781. 

On  the  Sea:  American  war  vessels;  privateers;  Paul 
Jones  and  the  American  Navy;  the  Richard  and  the  Serapis. 

In  the  South  :  British  plan  to  conquer  the  South ;  partisan 
warfare;  King's  Mountain. 


XIV  TABLE    OF    CONTENTS 

FOURTH  PERIOD. — THE  REVOLUTION,  ETC.  (continued). 

FAGB 

Gen.  Greene  and  Cornwallis;  invasion  of  Virginia  by 
Arnold  and  Cornwallis;  Washington's  army  transferred  to 
Virginia;  surrender  of  Cornwallis. 

The  War  brought  to  a  close  :  Suspension  of  hostilities; 
dissatisfaction  in  the  American  army  at  Newburgh;  treaty 
of  peace;  disbanding  the  American  Army. 

III.  LIFE  AND  SOCIETY  IN  COLONIAL  TIMES  ....     105 

In  New  England. 

In  New  Netherland  and  Pennsylvania. 

In  the  South. 

In  General. 

IV.  COLONIAL  GOVERNMENT 109 

Government  of  the  colonies  previous  to  1781. 
Colonial  Congresses. 
Continental  Congress. 
Growth  of  Union. 
Articles  of  Confederation. 

V.  THE  CRITICAL  PERIOD  AND  THE  CONSTITUTION         .        .117 

The  Articles  of  Confederation;  ordinances  of  1787;  con- 
dition of  the  country;  making  of  the  Constitution;  the  North- 
west Territory. 

The  Confederation  and  the  Federal  Constitution;  chart 
of  the  Constitution. 

Important  topics  related  to  the  Constitution:  Disagree- 
ment between  small  and  large  States  as  to  their  representa- 
tion in  Congress;  influence  of  Connecticut  in  settlement  of 
this  question;  compromise  between  North  and  South  as  to 
commerce  and  protection  of  slave-holders;  the  importation, 
enumeration,  and  return  of  runaway  slaves. 


AND    GENERAL    OUTLINE  XV 

FIFTH  PERIOD. — THE  REPUBLIC  BEFORE  THE  CIVIL  WAR. 

PAGE 

I.  WASHINGTON'S     ADMINISTRATION.       (Two    terms,    1789- 

I797-) 129 

Political  parties;  Washington's  inauguration;  his  cabi- 
net; how  money  was  raised  and  debts  paid;  the  whiskey  re- 
bellion; trouble  with  France;  Jay's  treaty  with  England; 
Western  emigration;  the  invention  of  the  cotton-gin. 

II.  JOHN  ADAMS'S  ADMINISTRATION.    (One  term,  1797-1801.)     134 

Trouble  with  France;  alien  and  sedition  laws;  character 
of  Adams. 

III.  JEFFERSON'S  ADMINISTRATION.     (Two  terms,  1801-1809.)     135 

War  with  Tripoli;  purchase  of  Louisiana;  Lewis  and 
Clarke's  explorations;  the  right  of  search  and  impressment 
of  seamen;  commercial  injuries;  the  embargo  and  non-inter- 
course acts;  Aaron  Burr;  Fulton  and  the  steamboat. 

IV.  MADISON'S  ADMINISTRATION.      (Two  terms,   1809-1817'.)     138 

Causes  of  the  war  of  1812;  Tecumseh's  conspiracy. 

Attitude  of  New  England  toward  the  war;  the  political 
parties  of  the  time;  the  British  and  the  American  navies; 
the  Cqnstitution  and  Guerriere. 

General  character  of  the  naval  duels;  Perry's  victory. 

McDonough's  victory;  capture  of  Washington  and  the  at- 
tack on  Baltimore. 

The  Hartford  convention;  Battle  of  New  Orleans;  growth 
of  manufacturing  interests  and  the  tariff;  treaty  of  peace  and 
results  of  the  war. 

V.  MONROE'S  ADMINISTRATION.      (Two  terms,  1817-1825.)        146 

War  with  Seminoles  and  the  purchase  of  Florida;  the  Mis- 
souri Compromise;  the  National  Road;  Monroe  doctrine; 
La  Fayette's  Visit  and  Mount  Vernon, 


XVI  TABLE    OF    CONTENTS 

FIFTH  PERIOD.  —  THE  REPUBLIC,  ETC.  {continued}, 

TAGE 

VI.  JOHN   QUINCY  ADAMS'S   ADMINISTRATION.       (One    term, 

1825-1829.) 148 

The  Erie  Canal;  breaking  ground  for  the  first  passenger 
railroad  in  America;  the  first  successful  temperance  society. 

VII.  JACKSON'S  ADMINISTRATION.       (Two  terms,  1829-1837.)     150 

President  Jackson  and  the  civil  service;  Wm.  Lloyd  Gar- 
rison and  the  anti-slavery  movement;  the  Abolitionists;  the 
tariff;  John  C.  Calhoun  and  nullification;  Webster  and  the 
Union;  Henry  Clay,  the  great  peacemaker;  extension  of 
the  railroad;  the  Cherokees  and  Seminoles;  the  United 
States  Bank. 

VIII.  VAN    BUREN'S    ADMINISTRATION.       (One  term,   1837- 

1841.) 155 

The    rise    of  the  Mormons;     their  emigration  (later)   to 
Utah,    and  what    they  have  accomplished  there;    immigra- 
tion into  the  United  States  from  Europe. 
IX.,  Xv  HARRISON    AND    TYLER'S    ADMINISTRATIONS.      (One 

term,  1841-1845.) 156 

Morse    and   the    electric   telegraph;     the    annexation    of 
Texas. 
XI.  FOLK'S  ADMINISTRATION.     (One  term,  1845-1849.).         .     157 

Dr.  Whitman  and  Oregon;  "  Fifty-Four-Forty  or  fight !  "; 
the  treaty  with  England;  attitude  of  the  North  and  the  South 
toward  the  Mexican  War;  causes  of  the  war;  how  the  war 
began;  the  character  of  the  struggle  and  a  comparison  be- 
tween the  American  and  the  Mexican  soldiers;  results  of 
the  war;  discovery  of  gold  in  California  and  results. 
XII.,  XIII.  TAYLOR  AND  FILLMORE'S  ADMINISTRATIONS. 

(One  term,  1849-1853.) 1,59 


AND    GENERAL    OUTLINE  XVli 

FIFTH  PERIOD. — THE  REPUBLIC,  ETC.  (continued). 

PACK 

The  question  of  the  extention  of  slavery;  the  Compromise 
of  1850;  the  Fugitive  Slave  Law  and  its  results;  the  under- 
ground railroad. 

XIV.  PIERCE'S  ADMINISTRATION.     (One  term,  1853-1857.)      .     162 
Commondore  Perry  and  Japan;   the  Kansas  and  Nebraska 

bill  and  squatter  sovereignty;   civil  war  in  Kansas;    assault 
on  Charles  Sumner. 

XV.  BUCHANAN'S  ADMINISTRATION.      (One  term,  1857-1861.)     163 

The  Dred  Scot  decision  and  its  results  at  the  North; 
John  Brown's  raid;  political  parties  and  the  election  of  Lin- 
coln; South  Carolina;  secession  of  six  other  Southern  States 
and  the  organization  of  the  Confederacy;  seizure  of  national 
property  and  firing  on  the  Star  of  the  West. 

SIXTH  PERIOD. — ABRAHAM  LINCOLN  AND  THE  CIVIL  WAR. 

XVI.  LINCOLN'S  ADMINISTRATION.     (One  term,  1861-1865.),     169 
Outline  of  the  war. 

The  surrender  of  Fort  Sumter;  Lincoln's  call  for  volun- 
teers and  the  rising  of  the  North;  secession  of  four  more 
States;  condition  of  the  North  and  of  the  South  with  respect 
to  the  war. 

The  Battle  of  Bull  Run  and  its  results. 

The  Confederate  war  vessels;  Mason  and  Slidell  and  the 
Trent  Affair  (1861 );  the  Merrimack  and  the  Monitor  (1862). 

Food  supplies  in  the  South;  England  and  "  King  Cot- 
ton; "  Semmes  and  the  Alabama  (1862-1864);  France  and 
the  Confederate  Navy;  Maximilian  and  Mexico. 

Capture  of  Fort  Henry  and  Fort  Donelson. 


•XV111  TABLE    OF   CONTENTS 

SIXTH  PERIOD. — ABRAHAM  LINCOLN,  ETC.  (continued). 

Battle  of  Shiloh. 

Capture  of  New  Orleans. 

Capture  of  Vicksburg. 

Outline  of  McClellan's  advance  in  Peninsular  Campaign, 
viz.:  (i)  Yorktown,  Williamsburg,  Seven  Pines,  and  Fair 
Oaks;  (2)  Stonewall  Jackson  in  the  Shenandoah,  Stuart's 
Raid;  (3)  The  Seven  Days'  Battle,  ending  with  Malvern 
Hill.  McClellan's  disagreement  with  Lincoln;  interfer- 
ence of  politicians;  why  this  second  attempt  upon  Richmond 
failed. 

Lee's  first  invasion  of  the  North;  the  Battle  of  Antietam 
and  its  results. 

Lee's  second  invasion  of  the  North;  the  Battle  of  Gettys- 
burg and  its  results. 

Emancipation  proclamation;  colored  troops  in  the  war 
and  exchange  of  prisoners;  prison  life;  the  draft. 

Grant's  campaign  against  Richmond;  (#)  advance  upon 
Richmond;  the  Petersburg  mine. 

(l>}  Early 's  raid;  Sheridan's  raid  in  the  Shenandoah  Val- 
ley; Sheridan's  ride;  importance  of  Shenandoah  Valley  in 
Civil  War. 

Advance  upon  and  capture  of  Atlanta. 

Sherman's  march  to  the  sea;  food  supplies. 

The  fall  of  Richmond;  the  surrender  of  Lee;  the  flight 
and  capture  of  Jefferson  Davis;  the  assassination  of  President 
Lincoln;  the  flight  and  capture  of  Wilkes  Booth. 


AND    GENERAL    OUTLINE  XIX 

SEVENTH  PERIOD.  — THE  REPUBLIC  AFTER  THE  CIVIL  WAR. 

PAGE 

XVII.  JOHNSON'S  ADMINISTRATION.     (One  term,  1865-1869.),     198 
Disbanding  the  armies;  the  results  of  the  war;   the  Presi- 
dent's plan  of  restoring  the  seceded  States;  the  Congressional       ' 
plan  of  reconstruction;  the  condition  of  the  South;  impeach- 
ment of  the  President;  the  thirteenth,  fourteenth,  and  fifth- 
teenth  amendments;   the  French  in  Mexico;    the  Atlantic 
Cable;  the  purchase  of  Alaska. 

XVIII.  GRANT'S  ADMINISTRATION.    (Two  terms,  1869-1877.),     201 
The  Pacific  Railroad  and  its  effect;   what  the  telegraph 

and  railroad  have  done  for  the  United  States;   effect  of  the 
Pacific  Railroad  on  the  commerce  and  development  of  the 
West;   reconstruction  completed;   the  Centennial;  the  tele- 
phone; England  and  the  Alabama  Claims;  Indian  troubles;      / 
the  Indian  reservation. 

XIX.  HAYES'S  ADMINISTRATION.       (One  term,  1877-1881.)   .     210 
Troops    withdrawn   from    the    South;    railroad   and  coal 

strikes;    Eads   and   the    Mississippi;    United   States   paper 
money  and  gold. 
XX.,  XXI.    GARFIELD     AND     ARTHUR'S    ADMINISTRATIONS. 

(One  term,  1881-1885.)      •         •         •         •         •         .211 
Garfield    assassinated;     civil-service    reform;     the    New 
Orleans  cotton  centennial;  the  "New  South;  "  the  f reed- 
men  and  education. 
XXII.  CLEVELAND'S    ADMINISTRATION.       (One    term,   1885- 

1889.)        . 213 

Civil-service  reform  advanced;  labor  organizations  and 
strikes;  the  Chicago  anarchists;  presidential  succession; 
Chinese  immigration. 


XX        TABLE    OF    CONTENTS    AND    GENERAL    OUTLINE. 
SEVENTH  PERIOD. — THE  REPUBLIC,  ETC.  (continued). 

PAGE 

XXIII.  HARRISON'S  ADMINISTRATION.  (Oneterm,  1889-1893.),  214 

Settlement  of  Oklahoma;  the  seal  fisheries;  difficulty  with 

Chili;  the  admission  of  six  new  States;  the  new  war  ships. 

A  FEW  HINTS  ON  DATES  AND  REVIEWS         .        .        .        .217 

ADDITIONAL  FICTION 219 

OUR  UNION.  —  POPULAR  NAMES 223 

FAMOUS  SAYINGS  OF  EMINENT  MEN 225 

NOTED  PATRIOTIC  POEMS 229 

BOOKS  REFERRED  TO  IN  PART  II .  235 

A  SHORT  LIST  OF  BOOKS  TO  BUY  FIRST         .        .        .        .251 

KEY  TO  PUBLISHERS'  NAMES 253 

INDEX  TO  PART  I. 257 

BIOGRAPHICAL  INDEX  TO  PART  II. 259 


A   FEW   HINTS  ON  CONDUCTING    THE    RECI- 
TATION   IN   HISTORY. 


THE  first  and  pre-eminent  requisite  of  a  successful  reci- 
tation is  that  the  teacher  himself  must  know  the  subject 
thoroughly.  Nothing  can  compensate  for  the  teacher's 
lack  of  acquaintance  with  the  facts  to  be  compared  and 
discussed.  An  indispensable  element  of  the  best  teach- 
ing is  inspiration.  But  to  be  able  to  inspire  we  must  not 
only  feel  a  deep  interest  in  the  subject ;  we  must  also  win 
the  confidence  of  our  pupils.  We  must  make  them  feel 
that  we  know  what  we  are  talking  about. 

An  accurate  knowledge  of  history  will  also  help  the 
teacher  in  selecting  what  is  really  worth  teaching.  This 
ability  to  distinguish  between  what  is  and  what  is  not  sig- 
nificant—  a  definite  conception  of  the  perspective  of  his- 
tory—  is  clearly  essential  to  the  highest  success.  Such 
knowledge  will  breed  enthusiasm,  and  enthusiasm  is  mag- 
netic. An  ideal  recitation  presupposes  perfect  sympathy 
between  teacher  and  pupils  :  and  when  a  faithful  teacher's 
heart  is  warm  with  sympathetic  interest  in  subject  and 


XX11  A    FEW    HINTS    ON    CONDUCTING 

pupil  there  will  always  be  a  response  that  quickens  the 
feelings  and  puts  the  pupil  on  the  alert  to  appropriate  all 
the  good  that  comes  from  contact  of  mind  with  mind,  of 
heart  with  heart. 

Such  interest  and  enthusiasm  on  the  part  of  the  teacher 
will  make  the  recitation  full  of  life.  There  should  be  no 
dulness,  no  listlessness.  Of  course  at  times  a  certain 
kind  of  drill,  in  the  facts  that  form  the  real  backbone  of 
history,  will  prevent  any  special  enthusiasm.  But  there 
need  not  be,  there  will  never  be,  any  such  apparent 
stupor  as  results  from  the  memoriter  process  of  reciting 
history  by  the  square  inch,  measured  in  some  dry  outline. 

Pupils  should  be  encouraged  to  correct  misstatements 
made  by  others  when  reciting,  but  they  should  make  such 
corrections  after  the  reciter  has  finished.  They  should  be 
trained  to  compare  statements  made  in  various  books  on 
the  same  subject.  They  will  of  course  find  mistakes,  and 
will  soon  learn,  as  they  must  sooner  or  later  learn,  that 
books,  like  people,  are  not  always  trustworthy.  Boys  and 
girls  are  likely  to  think  that  what  they  find  in  print  must 
be  true  :  they  should  be  taught  that  books  are  in  many 
respects  just  as  much  unlike  as  their  authors.  This 
knowledge  will  help  them  greatly  in  discriminating  be- 
tween the  good  and  the  bad  in  literature.  Training  in 
this  direction  is  a  slow  process,  requiring  much  repetition 
and  patience. 

It  is  not  an  easy  matter  to  induce  boys  and  girls,  unless 


THE    RECITATION    IN    HISTORY  XX111 

they  have  had  the  good  fortune  to  be  brought  up  in  cul- 
tured homes,  to  notice  even  the  authors  of  the  books  they 
read,  to  say  nothing  of  finding  out  what  sort  of  men  and 
women  the  authors  were.  Some  measure  of  this  work, 
however,  can  be  done  by  the  teacher  of  history. 

It  is  a  good  plan  to  begin  the  recitation  by  calling  for  a 
statement  of  the  subject  and  topics  of  the  lesson  :  then 
the  first  topic  may  be  merely  named  by  the  teacher  for 
the  next  pupil  to  take  up.  In  order  that  he  may  be 
thrown  entirely  on  his  own  resources  he  should  be  re- 
quired to  stand  squarely  on  his  feet,  and  recite  without 
any  questions. 

It  is  by  no  means  necessary  to  confine  the  recitation  on 
the  topic  to  one  pupil.  The  oftener  the  class  are  called 
upon  to  contribute  to  the  recitation  the  easier  it  will  be  to 
stimulate  and  sustain  their  interest. 

So  in  most  cases  it  will  be  more  satisfactory  to  call 
upon  pupils  here  and  there  to  continue  the  recitation  on 
the  topic  under  discussion.  It  matters  not  if  three  or 
four  recite  on  the  same  topic.  After  this  recitation  work 
has  been  finished  —  and  it  will  be  noted  that  it  has  all  been 
done  without  questions  from  the  teacher  —  and  mistakes 
made  in  reciting  have  been  corrected,  volunteers  should 
add  further  information  on  the  topic  in  hand.  We  assume 
here,  as  we  shall  all  through  this  book,  that  the  mechani- 
cal and  stultifying  process  of  marking  each  individual  at 
the  close  of  his  recitation  is  relegated  to  the  past. 


XXIV  A    FEW    HINTS    ON    CONDUCTING 

At  this  point  the  keen,  incisive,  thought-inspiring  ques- 
tions of  the  teacher  should  come  in,  not  any  more  to  clear 
up  misty  notions  and  test  the  pupil's  limit  of  informa- 
tion, than  to  sharpen  the  edge  of  curiosity  and  lead  the 
pupil  to  study  motives  and  take  note  of  the  working  of 
cause  and  effect  in  the  evolution  of  events.  Such  ques- 
tions require  skill  and  careful  preparation.  Printed 
questions  so  often  found  in  histories  should  rarely,  if 
ever,  be  used  in  recitation  work.  They  tend  to  make 
machines  of  teachers  and  pupils  alike.1 

We  cordially  recommend  that  pupils  be  led  to  ask 
questions.  It  will  be  excellent  training  for  them.  When 
they  try  to  frame  an  intelligent  question  to  test  a  fellow- 
pupil  they  will  put  themselves  in  an  entirely  different  atti- 
tude. 

They  should  be  encouraged  to  make  their  questions 
broad  and  comprehensive  of  something  more  than  dates 
or  single  facts.  They  will  take  much  interest  in  this 
exercise,  and  will  generally  give  more  intelligent  and  logi- 
cal thought  to  the  framing  of  such  questions  than  to  the 
answering  of  those  given  by  others.  If  they  prefer,  let 
them  write  out  the  questions  at  first.  They  will  soon  ven- 
ture to  state  them  orally. 

1  We  cheerfully  except  some  exclleent  review  questions  we  have  seen  which  may 
be  used  in  review  work  to  good  advantage.  We  also  admit  that  good  printed  ques- 
tions may  often  serve  as  hints  to  a  teacher  in  framing  his  own  on  advance  work. 


THE    RECITATION    IN    HISTORY  XXV 

When  they  take  up  a  new  subject  let  them  understand 
that  they  are  to  prepare  a  set  of  questions  for  a  test  exer- 
cise to  be  given  when  the  subject  is  finished.  The  result 
will  be  excellent  in  many  ways. 

They  should  be  encouraged  to  look  up  additional  facts 
in  books  not  referred  to  by  the  teacher.  This  will  help 
them  to  cultivate  that  spirit  of  investigation  which  we 
shall  emphasize  in  the  suggestive  notes  of  this  book. 

The  teacher  should  never  express  his  own  opinion  upon 
any  man  or  measure  until  he  has  given  his  class  an  oppor- 
tunity to  make  up  their  minds  on  the  subject.  The  con- 
clusions they  may  reach  under  the  stimulus  and  influence 
of  their  reading  and  recitation  work  are  a  thousandfold 
more  valuable  to  them  than  a  blind  reliance  upon  the 
ipse  dixit  of  any  teacher,  however  wise.  Most  teachers 
talk  altogether  too  much  in  the  way  of  lecturing.  In  say- 
ing this  we  would  not  be  misunderstood.  We  admit  that 
to  help  fill  out  the  picture,  hints  and  suggestions  should 
be  thrown  in  all  along  the  line,  and  that  the  value  of  such 
work  at  the  hands  of  a  teacher  broad-minded  and  judi- 
cious is  of  great  value.  At  the  same  time,  the  best  of 
teachers  are  under  a  constant  temptation  to  tell  things 
that  can  well  be  told  by  one  or  more  members  of  the 
class.  Teachers  excuse  themselves  for  this  fault  by  the 
belief  that  they  save  time  by  telling  the  facts  themselves 
rather  than  by  bringing  them  out  by  questions  from  the 
class.  Often  there  is  another  reason,  however,  which  the 


XXVI  A    FEW    HINTS    ON    CONDUCTING 

teacher  would  not  like  to  acknowledge.  That  reason  — 
must  we  say  it  ?  —  is  found  in  the  willingness  to  exhibit  to 
the  class  the  fruits  of  much  patient  toil.  It  is  a  human 
weakness :  and  some  of  our  best  teachers  will  have  to 
practise  much  self-restraint  to  overcome  the  desire  to 
"air  their  own  knowledge."  A  valuable  part  of  the 
training  is  in  helping  the  pupil  to  form  intelligent  opin- 
ions, after  carefully  weighing  evidence  from  various 
sources.  These  opinions  may  be  very  crude  and  child- 
ish, as  they  are  formed  by  immature  minds.  These  opin- 
ions may  contain  even  less  truth  than  error.  But  the 
child  has  got  the  benefit  of  the  mental  effort  he  has 
made.  Such  effort  means  growth,  and  in  this  case  growth 
rather  than  accuracy  was  the  right  aim. 

In  discussing  many  subjects,  such  as  the  right  of 
England  to  tax  the  colonies,  the  attitude  of  the  United 
States  toward  France  in  the  French  Revolution,  slavery, 
the  tariff,  the  treatment  of  the  Indians,  and  Chinese 
immigration,  the  class  should  be  organized  into  a  debat- 
ing society.  Such  a  method  will  create  much  intelligent 
interest  and  real  enthusiasm,  and  will  help  the  pupils  to 
look  at  all  sides  of  a  question.  To  cultivate  in  boys  and 
girls  a  habit  like  this  is  a  worthy  aim  of  the  best  teach- 
ing. We  have  seen  the  keenest  pleasure  manifested  in 
such  debates.  It  is  a  good  plan  to  allow  the  class  to 
divide  on  the  question  of  slavery,  the  boys  being  South- 
ern planters  and  large  slaveholders,  and  the  girls  being 


THE    RECITATION    IN    HISTORY  XXV11 

Northerners.  We  have  tried  it  with  the  best  results.  We 
have  known  a  considerable  fraction  of  a  class  to  read 
almost  everything  they  could  get  at  in  their  enthusiasm 
to  be  well  informed  on  the  subject  and  ready  to  face 
their  opponents. 

Every  available  means  should  be  used  to  stimulate  the 
pupil  to  see  with  "  his  mind's  eye  "  the  scenes  described. 
Here  it  will  not  be  possible  for  the  teacher  to  exercise  too 
much  care.  In  spite  of  all  that  can  be  done  a  few 
pupils  will  get  little  but  words  from  what  they  read.  In 
the  case  of  a  great  majority,  however,  such  a  result 
legitimately  follows  only  faulty  instruction.  We  will  not 
attempt  here  to  give  any  specific  directions  as  to  the 
best  plan  for  the  teacher  to  employ  in  helping  the  child 
to  get  mental  pictures,  to  live  amid  the  events  narrated. 
We  refer  to  the  suggestive  notes  scattered  all  through 
Part  II.,  and  to  the  essay  found  in  Part  I. 

Written  exercises  should  be  given  frequently.  These 
will  help  the  pupils  greatly  in  their  command  of  language. 
Their  difficulties  are  often  with  words  to  express  certain 
new  ideas  they  have  found  in  their  historical  study.  It 
is  almost  impossible  for  the  teacher,  so  familiar  with  the 
technical  terms  common  to  historical  language,  to  realize 
the  great  difficulties  the  young  mind  has  in  the  mere 
matter  of  expressing  its  thoughts  clearly  and  concisely. 
The  written  work,  in  short  exercises,  will  help  immensely 
in  this  field. 


A    FEW    HINTS    ON    CONDUCTING,    ETC. 

We  have  found  a  certain  historical  game  to  be  interest- 
ing and  instructive.  It  is  very  simple.  Two  leaders  are 
selected  from  the  class  who  choose  sides.  The  teacher 
reads  certain  statements  from  a  card  and  allows  the 
pupils  to  guess,  in  order,  what  event  is  referred  to. 
The  successful  pupil  gets  the  card,  and  at  the  end  of 
the  game  the  cards  on  each  side  are  counted,  the  side 
having  the  greater  number  of  cards  being  the  winner. 

After  pupils  have  advanced  far  enough  in  the  study, 
they  will  enjoy  an  exercise  in  impersonating  historical 
characters.  The  character  impersonated  by  any  boy  is 
known  only  by  himself  and  his  teacher,  and  is  selected 
some  days  before  the  exercise  to  enable  the  boy  to  pre- 
pare himself  thoroughly.  It  is  a  good  plan  for  the 
pupil  to  write  out  his  exercise  without  committing  it  to 
memory.  It  should  then  be  given  orally  in  the  first 
person,  the  other  members  of  the  class  guessing  the 
character  represented.  This  exercise  greatly  helps  the 
impersonator  to  imagine  himself  as  really  having  passed 
through  the  events  narrated. 


INTRODUCTION    TO    PART    II. 


IN  Part  I.  we  have  been  dealing  with  that  which  would 
quicken  enthusiasm  and  enliven  interest  in  historical 
reading.  Having  reached  the  text-book,  however,  it 
should  now  be  our  aim  to  select  the  topics  with  reference 
to  their  importance.  We  must  call  attention  to  those 
.great  forces  that  have  been  busy  in  building  up  States  and 
establishing  institutions.  To  select  these  topics  with  care 
and  give  them  merited  prominence,  is  to  furnish  the 
pupil  with  a  definite  conception  of  the  perspective  of 
history.  This  requires  of  the  teacher  ripe  judgment  and 
keen  discrimination,  and,  if  well  done,  will  train  the 
pupils  in  right  methods  of  historical  study  and  inves- 
tigation. In  our  judgment  the  facts  left  with  a  pupil  * 
by  a  year  or  two  of  text-book  study  are  of  small  value 
when  compared  with  a  real  insight  into  the  proper  way 
of  reading  history  for  himself.  Given  this  insight  and  a 
real  interest  in  the  subject,  the  boy  has  that  which  will 
help  to  make  him  a  thinking  man  and  a  valuable  citizen. 
We  should,  then,  in  laying  out  a  course  for  text-book 


XXX  INTRODUCTION    TO    PART    II 

study,  omit  a  great  part  of  what  the  average  text-book 
contains,  especially  when  we  are  teaching  wars. 

In  mapping  out  the  work  of  Part  II.  we  have  tried 
to  discriminate  between  what  is  to  be  read  and  what  is 
to  be  carefully  prepared  for  recitation.  "What  to  teach" 
refers  to  the  topics  that  are  prominent  enough  to  be 
learned  and  recited  by  all  the  class.  Since  these  topics 
deal  with  events  which  furnish  the  backbone  of  history, 
they  should  be  thoroughly  learned  and  clearly  under- 
stood. They  are  the  heart  and  centre  of  all  the  work 
in  the  class-room.  We  recommend  that  the  pupils  should 
all  use  the  same  text-book  in  connection  with  the  various 
reference  books,  because  the  one  text-book  puts  them  on 
common  ground  and  furnishes  a  good  solid  basis  of  work. 

The  "  References  "  are  made  to  other  books  read  in 
the  preparation  of  the  lesson.  For  preparing  the  lesson 
in  school,  half  of  the  time  may  be  used  in  reading  the 
reference  books  and  half  in  studying  the  text-book  kept 
in  the  hands  of  each  pupil.  Before  reading  a  line  of  the 
reference  book  the  pupils  should  read  with  special  care 
the  lesson  assigned  in  their  own  book.  They  will  then 
see  more  clearly  the  bearing  of  the  selected  references 
upon  the  work  in  hand. 

There  are  many  ways  of  using  the  reference  books,  but 
the  following  plan  has  worked  well  :  To  avoid  confusion, 
the  class  is  divided  into  sections  of  two  pupils  each.  In 
every  section  the  pupils  are  numbered  "  one  "•  and 


INTRODUCTION    TO    PART    II  XXXI 

"two."  Before  the  school  session  opens,  each  pupil 
whose  number  is  "  one  "  gets  the  book  assigned  to  his 
section,  and,  after  reading  it  in  the  time  devoted  to  the 
preparation  of  the  lesson,  passes  it  over  to  "  two." 
The  result  of  this  very  simple  plan  is  that  every  pupil 
is  certain  to  read  on  the  lesson  at  least  one  book  besides 
his  own  text-book.  For  example,  in  teaching  Wash- 
ington's administration,  two  advance  lessons  may  be 
assigned,  and  the  references  written  upon  the  board  as 
follows  : 

FIRST   LESSON.  SECOND    LESSON. 

1.  Higginson,  pp.  220-224.  i.  Scudder,        pp.  268-272. 

2.  "  "  "  2.  "  "  " 

3-         "  "         "  3- 

4.  "  "         «  4. 

5.  "  5.  Richardson,    "    292-294. 

6.  Scudder,       "    250-254.  6.         "  "  " 
7-          "            "          "                     7-        "               "  " 
8.          "            "          "                     8. 

9-          "  "          "  9-         " 

10.  Richardson,  "    284-288.  10.  Johnston,       "      153-155. 

11.  "  "          "  ii.         "  "  " 

12.  "  "  "  12.  "  "  " 

Of  course  this  plan  makes  it  necessary  that  there 
should  be  in  the  school  library  three  or  four  copies  of 
each  reference  book.  Otherwise  the  teacher's  burden  will 
be  too  heavy.  We  admit  that  this  plan  is  open  to  the 
objection  that  too  much  is  done  for  the  pupil  by  telling 


XXX11  INTRODUCTION    TO    PART    II 

him  exactly  where  to  go  for  what  he  wants,  but  there  is 
a  compensating  advantage  in  the  fact  that  the  pupils 
waste  no  time  in  getting  at  the  most  pertinent  facts. 
Besides,  he  is  learning  how  to  use  books  and  acquiring 
the  habit  of  investigation.  If  told  to  go  to  the  library 
and  look  up  something  on  Washington's  administration, 
he  would  be  very  likely  to  work  somewhat  aimlessly,  if, 
•indeed,  he  worked  at  all. 

The  "  Special  Topics "  are  for  individual  pupils  to 
prepare.  The  recitations  upon  these  are  always  full  of 
interest  to  the  class,  and  furnish  excellent  oral  language 
exercises.  The  pupils  take  great  pride  in  giving  them  in 
the  best  language  at  their  command.  Selected  with 
special  care,  these  topics  stimulate  the  imagination  and 
give  life  and  color  to  the  facts  brought  out  in  other  parts 
of  the  lesson.  They  also  serve  the  purpose  of  bringing 
out  in  the  recitation  some  facts  that  are  sidelights  to 
the  topics  not  important  enough  to  be  referred  to  in  the 
assignment  of  the  lesson.  There  are  many  facts  that 
the  pupils  should  know  something  about  —  facts  that  at 
some  time  in  their  lives  they  may  wish  to  investigate,  but 
which,  in  a  grammar  school,  can  be  mentioned  only  in 
passing.  Here  the  "  Special  Topics  "  and  "  Outside 
Readings  "  are  of  great  service. 

The  majority  of  the  pupils  are  ready  to  do  some  collat- 
eral reading  in  their  historical  work,  and  in  that  they 
should  be  encouraged  in  every  way.  One  of  the  chief 


INTRODUCTION    TO    PART    II  XXxili 

objects  should  be  to  teach  them  not  only  the  real  spirit  of 

% 

history,  but  how  to  read  intelligently.  Facts  are  only  a 
subordinate  part  of  the  work.  Boys  and  girls  under  proper 
guidance  may  be  led  to  read  with  a  special  purpose,  and 
they  will,  many  of  them  at  least,  eagerly  respond  to  the 
wishes  of  an  earnest  teacher  when  he  points  out  to  them 
such  books  as  will  assist  in  the  formation  of  good  reading 
habits.  "  People  will  be  no  better  than  the  books  they 
read."  If  this  is  true,  what  can  have  a  greater  bearing 
upon  the  school-boy's  future  than  the  formation  of  good 
reading  habits.  The  boys  and  girls  of  to-day  find  them- 
selves surrounded  by  all  sorts  of  literature,  and  they  will 
read  much  of  what  comes  into  their  hands.  They  do  not 
know  how  to  choose,  how  to  discriminate  between  the 
good  and  the  bad.  They  need  help  and  guidance  in  this 
field  quite  as  much  as  they  need  training  in  arithmetic 
and  grammar.  It  is  the  exalted  privilege  of  the  teacher 
and  the  librarian  to  lead  them  to  partake  of  sweet  and 
wholesome  food. 

The  teacher  of  American  history  has  a  glorious  oppor- 
tunity to  stimulate  the  young  to  read  and  investigate  for 
themselves.  He  measures  his  success,  not  by  the  number 
of  facts  he  can  teach,  but  by  the  interest  he  can  arouse  in 
the  real  life  and  spirit  of  history.  To  kindle  such  interest 
more  than  one  dry  outline  that  we  know  by  the  name  of 
text-book  must  be  used.  Biography,  books  of  travel, 
poetry,  and  fiction  must  be  called  into  service.  In  this 


XXXIV  INTRODUCTION    TO    PART    II 

way  the  boys  and  girls  build  for  the  future.  They  learn 
what  to  read  and  how  to  read  it.  They  become  acquainted 
with  that  which  quickens  the  imagination  and  ennobles 
character. 

Our  "  Outside  Readings  "  will,  we  hope,  help  the  teacher 
greatly  in  this  field.  They  are  not  meant  to  be  exhaus- 
tive. On  the  contrary,  they  have  been  selected  with  great 
care,  and  include  some  of  our  best  biography,  fiction,  his- 
tory, poetry,  and  oratory.  There  are  in  every  class  bright 
pupils  who  can  do  far  more  work  than  is  assigned  the 
class.  Here  is  their  opportunity  to  read  with  a  purpose, 
and  to  acquire  that  spirit  of  investigation  which  will  be  of 
untold  value  to  them  later.  Here  they  draw  inspiration 
from  Irving  and  Prescott,  Fiske  and  McMaster,  Hildreth 
and  Bryant,  Parkman  and  Bancroft.  Here  they  will  lis- 
ten to  the  eloquent  words  of  Patrick  Henry,  Daniel  Web- 
ster, and  Henry  Clay.  Here  they  will  make  friends  with 
Longfellow,  Whittier,  and  Lowell.  We  thoroughly  believe 
in  the  old-time  custom  of  memorizing  and  declaiming  the 
masterpieces  of  American  oratory.  In  later  years  the 
Friday  afternoon  declamations  of  the  olden  days  have 
been  giving  place  to  other  things.  Let  us  hear  repeated 
by  American  youth  the  stirring  words  that  moved  our 
fathers  to  heroic  action.  Our  schools  cannot  afford  to 
drop  such  work. 

We  suggest  that  the  pupils  be  encouraged  to  write 
essays  on  the  historical  stories  they  read.  This  will  help 


INTRODUCTION    TO    PART    II 

them  to  read  critically  and  intelligently,  and  will  furnish 
excellent  material  for  language  work.  Some  of  our  best 
historical  poems  should  be  used  for  exercises  in  transpos- 
ing poetry  into  prose  ;  some  of  them  should  be  memo- 
rized ;  many  of  them  should  be  read  by  the  class  during 
the  reading  hour ;  and  some  should  be  read  to  the  class 
by  the  best  readers. 

We  call  attention  to  the  value  of  explaining  much  of 
American  history  by  referring  to  contemporaneous  events 
in  European  countries.  Our  history  can  be  better  under- 
stood in  the  light  of  parallel  current  events  in  transatlan- 
tic states.  We  have  therefore  suggested  "  Readings  in 
Contemporaneous  History,"  confining  ourselves  to  Eng- 
land and  France,  because  they  are  more  closely  associated 
with  American  History.  We  believe,  however,  that  some- 
thing more  than  mere  "Readings"  in  English  history 
should  find  a  place  in  our  grammar  grades.  The  English 
colonies  planted  English  institutions  in  America  and 
modified  them  to  suit  the  new  environment.  These  col- 
onies were  filled  with  English  precedents  and  political 
ideas ;  and  how  they  came  here  and  what  they  did  after 
they  came  can  never  be  intelligently  comprehended  with- 
out some  knowledge  of  English  history.  We  therefore 
believe  that  our  course  of  study  in  grammar  schools 
should  give  some  time  to  the  study  of  English  history. 


PART    II 

THE  TEXT-BOOK 


THE  ORIGINAL  INHABITANTS  OP  AMERICA 

THE'  MOUND    BUILDERS 
I.     REFERENCES. 

Higginson's  Young  Folks,  pp.  5-12  ;  Bryant,  I.,  pp. 
19-34;  Barnes,  pp.  9-12;  Butterworth,  pp.  19-25;  Sha- 
ler's  Story  of  Our  Continent,  pp.  159,  160. 

II.     SPECIAL   TOPICS. 

Serpent  Mound  Park,  Ohio,  Anderson  (Appendix),  p. 
53 ;  Mound  Builders,  Shaler's  Story  of  Our  Continent, 
pp.  159,  1 60. 

III.     OUTSIDE   READINGS. 

History:  The  First  Americans,  Higginson's  United 
States,  pp.  1-26 ;  The  Mound  Builders  and  who  they 
were,  Baldwin's  Ancient  America,  pp.  13-70;  Brinton's 
American  Race;  Moorehead's  Primitive  Man  in  Ohio; 
Pre-Columbian  America,  D'Anvers's  Heroes  of  American 
Discovery,  pp.  7-13. 


2  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.    SUGGESTIVE  NOTES. 

Some  of  our  best  specialists  on  the  original  inhabitants 
of  America  now  boldly  advance  the  theory  that  the  Mound 
Builders  were  identical  with  the  American  Indians. 
Professor  Shaler,  in  his  "  Nature  and  Man  in  America," 
Berliner's  Montlily,  1890,  and  in  his  admirable  little  book, 
"The  Story  of  Our  Continent,"  refers  to  the  Indians  of 
the  Mississippi  Valley  as  in  a  more  domesticated  state 
when  they  built  the  numerous  mounds  scattered  here  and 
there  throughout  that  region.  They  had  advanced  from 
the  hunting  stage  to  the  cultivation  of  the  soil.  But  when, 
in  the  course  of  time,  vast  numbers*  of  the  buffalo  came 
to  this  valley,  the  Indians,  no  longer  obliged  to  get  their 
sustenance  by  agriculture,  became  hunters  again  and 
lived  largely  upon  these  animals.  In  trying  to  extend 
the  grazing  area  for  the  buffalo,  the  Indians  probably 
burned  the  woods  and  underbrush  from  year  to  year,  thus 
bringing  about  the  western  prairie  region. 

THE    CLIFF    DWELLERS 
I.     REFERENCES. 

Higginson's  United   States,  pp.   1-26  ;    Anderson,    pp. 

I  I,    12. 

II.    OUTSIDE  READINGS. 

History:  The  cliff  dwellings  of  the  Mancos  Canons, 
F.  H.  Chapin,  Appalachia,  VI.,  No.  i  ;  The  Cliff  Dwell- 
ings of  the  Mancos  Canons,  F.  H.  Chapin,  American 


THE    TEXT-BOOK.  3 

Antiquarian,  July,  1890;  Chapin's  Land  of  the  Cliff 
Dwellers ;  Pueblo  and  Cliff  Dwellings,  Bancroft's  Native 
Races,  IV.,  chaps  viii.,  xi.,  and  xii. ;  the  Pueblos,  Ban- 
croft's Native  Races,  I.,  chap.  v.  ;  Zufii  Cliff  Builders  and 
Cliff  Dwellers,  St.  Nicholas,  August,  1892  ;  Prehistoric 
Man  on  the  Pacific  Coast,  Atlantic  Monthly,  May,  1891. 

THE    INDIANS 
I.     REFERENCES. 

Goodrich,  pp.  21-25;  Montgomery,  pp.  39— 46  ;  Eggle- 
ston's  United  States,  pp.  85-89  ;  Drake's  Making  of  New 
England,  pp.  142-148,  184-186;  Scudder,  pp.  14-18; 
Richardson,  pp.  65-75  '•>  Higginson's  Young  Folks,  pp. 
13-24;  Wright's  American  History,  pp.  24-26;  Barnes, 
pp.  15-19;  Anderson,  pp.  13-15. 

n.    SPECIAL  TOPICS. 

The  Totem,  Higginson's  Young  Folks,  p.  18 ;  Prepara- 
tions for  War,  Higginson's  Young  Folks,  p.  21  ;  The 
Indian  Warrior,  Richardson,  pp.  70,  71  ;  Torturing  Cap- 
tives, Barnes,  p.  18  ;  Marriage  Customs,  Barnes,  p.  17; 
The  Zimi  Mythology,  Drake's  Great  West,  pp.  45-47. 

III.     OUTSIDE    READINGS. 

History:  Drake's  Making  of  New  England,  pp.  142- 
148,  184-186  ;  Eggleston's  Household  United  States,  pp. 
69-78,  86-91  ;  Scudder,  pp.  89-97  ;  Catlin's  North  Ameri- 
can Indians  ;  Roosevelt's  Winning  the  West ;  Ellis's  Red 


4  A    PATHFINDER    IN    AMERICAN    HISTORY 

Man  and  White  Man  ;  Parkman's  Pontiac,  I.,  chaps,  i.  and 
v.;  Drake's  Indian  History  for  Young  Folks;  Tuttle's 
Boys'  Book  about  Indians. 

Poetry :  The  Indians,  Sprague  (Pratt,  I.). 

IV.     SUGGESTIVE   NOTES. 

In  taking  up  the  Indians  the  teacher  should  have  in 
mind  the  bearing  of  the  subject,  all  along  the  line,  upon 
the  Indian  question  of  to-day.  Every  topic  in  this  con- 
nection should  be  taught  in  such  a  way  as  to  aid  the 
pupils  in  reaching  intelligent  opinions  upon  the  condi- 
tion of  the  Indians  now  living  in  the  United  States.  The 
past  is  valuable  only  in  so  far  as  it  enables  us  to  interpret 
the  present  and  helps  us  to  a  right  preparation  for  the 
future,  There  is  to-day,  even  among  thinking  men  and 
women,  much  sentimentalism  about  the  Indians,  and  it  is 
the  province  of  the  teacher  of  history  to  clear  up  the 
misty  notions  on  this  subject  that  children  get  from  older 
people. 

Of  course  the  intelligent  appreciation  of  the  Indian 
question  must  be  a  matter  of  slow  growth,  and  the  teacher 
will  wisely  refrain  from  trying  to  teach  the  subject  with 
any  thoroughness  until  reaching  President  Grant's  admin- 
istration, where  a  chart  may  be  found  covering  the  entire 
subject.  At  that  point  the  pupil,  after  having  studied  the 
question  in  various  connections,  will  be  ready  to  go  back 
to  the  beginning  and  trace  the  growth  of  this  vexing  sub- 
ject down  to  the  present  time. 


THE    TEXT-BOOK  5 

A  few  questions  may  be  suggested  here,  however,  to 
arouse  their  curiosity  and  excite  their  interest.  If  asked 
whether  or  not  the  Indians  have  been  very  badly 
treated,  grammar-school  children  invariably  and  emphati- 
cally answer  in  the  affirmative.  In  seeking  a  reason  for 
their  opinions  the  teacher  will  find  total  ignorance 
of  certain  significant  facts.  There  were  not  millions  of 
these  people  occupying  and  owning  the  land  as  the 
whites  do  now.  The  best  authorities  claim  that  the  num- 
ber of  Indians,  two  hundred  and  fifty  thousand,  in  this 
country  now  is  quite  as  large  as  it  was  when  our  fore- 
fathers settled  America.  The  Indians,  then,  did  not  have 
an  undisputed  claim  to  all  the  land.  Schoolcraft  says 
fifty  thousand  acres  were  required  to  sustain  a  single 
Indian  and  his  family  —  five  persons  —  by  hunting  alone. 
What  a  flood  of  light  this  throws  upon  the  value  of  land 
to  the  Indians!  Children  are  likely  to  think  of  an  acre 
then  and  an  acre  now  as  of  much  the  same  value.  "The 
Indians  were  badly  cheated,"  they  urge.  In  many  cases 
no  doubt  they  were,  but  not  always.  If  the  Indian 
received  a  musket  for  fifty  thousand  acres  of  land,  he 
made  a  good  bargain,  for  the  musket  enabled  him  to 
make  his  living  with  much  greater  ease  than  he  could 
with  his  bow  and  arrow.  His  musket  did  for  him  then 
all  that  thousands  of  dollars  could  do  for  a  civilized  man 
now  in  a  highly  organized  civilization.  Such  questions 
are  ably  handled  by  Ellis  in  Winsor's  History  of  America, 
I.,  chapter  v.,  and  in  his  "  The  Red  Man  and  the  White 


6  A    PATHFINDER    IN    AMERICAN    HISTORY 

Man  ;  "  by  Park  man  in  his  "  Conspiracy  of  Pontiac,"  I., 
chapters  i.  and  v. ;  by  Professor  Sumner  in  the  Forum, 
III.,  254;  and  by  Roosevelt  in  his  "The  Winning  of  the 
West."  Shaler's  "Story  of  Our  Continent  "  contains  some 
pertinent  facts  as  to  the  social  condition  of  the  Indian 
when  the  Europeans  found  him.  A  people  who  have 
furnished  a  King  Philip,  a  Brant,  a  Tecumseh,  and  a 
Pontiac,  with  their  ability  in  oratory,  generalship,  and 
organization,  must  be  capable  of  attaining  a  much  more 
complex  social  state  than  any  they  have  yet  attained. 
They  were  very  cruel  in  war,  nnd  so  were  our  ancestors  a 
few  thousand  years  ago.  Their  implements  of  war  were 
also  quite  as  good  as  those  used  by  the  fair-haired  Anglo- 
Saxons  when  Caesar  conquered  Britain.  Their  failure  to 
make  any  greater  advance  in  their  economic  condition 
seems  largely  due  to  several  causes,  among  them  the 
following :  — 

1.  The  open  condition  of  America,  where  there  are  no 
individualized  areas,  shut  in  from  the  rest  of    the  world 
by  towering   mountains,   impassable  forests,    treacherous 
morasses,   or  large   expanses  of  water.     No  tribe   could 
find  a  shelter  long  enough  to  enable  them  to  develop  a 
peculiar  type   of   character,   as   did   the   various   peoples 
of  Asia  and  Europe  in  the  primitive  stages.1 

2.  The  absence  of   domesticable  animals,  such  as  the 
elephant,  the  camel,  the  ox,  and  the  horse,  to  help  them 
in  subduing  nature  and  in  cultivating  the  soil.     There  is 

1  The  teacher  will  find  this  subject  discussed  in  Guyot's  "  Earth  and  Man." 


THE    TEXT-BOOK  J 

ground  for  considerable  doubt  as  to  whether  Europeans 
without  the  help  of  the  horse  and  the  ox  would  have 
advanced  much  farther  than  the  Indians  had  when  Colum- 
bus discovered  America. 


EXPLOEEES  AND  DISOOVEEEES 

EXPLORERS  FOR  SPAIN 

COLUMBUS. 
I.    REFERENCES. 

Higginson's  Young  Folks,  pp.  25-30;  Wright's  Ameri- 
can History,  pp.  27-60;  Anderson,  pp.  19—27;  Mont- 
gomery, pp.  1-18  ;  Ellis,  I.,*  pp.  7—14;  Scudder,  pp.  10—22  ; 
Eggleston's  United  States,  pp.  1-12 ;  Eggleston's  First 
Book,  pp.  1-18 ;  Classic  Readings,  No.  i  ;  Pratt  and 
Carver's  Our  Fatherland,  I.,  pp.  13-30 ;  Richardson, 
pp.  28-32  ;  Butterworth,  pp.  30-36  ;  Monroe,  pp.  9-28 ; 
Oilman,  I.,  pp.  27-71;  Pratt,  I.,  pp.  13-25;  Eggleston's 
Household  United  States,  pp.  1-8 ;  Dodge's  Stories  of 
American  History,  pp.  9-17. 

II.     SPECIAL   TOPICS. 

Common  Belief  about  Shape  of  the  Earth,  Higginson's 
Young  Folks,  pp.  32,  33;  Early  Days  of  Columbus,  Rich- 
ardson, pp.  26,  27;  Return  to  Spain,  Sheldon-Barnes, 
p.  26  ;  The  Two  Motives  of  Columbus,  Montgomery,  pp.  5, 
6;  Last  Days  of  Columbus,  Wright's  American  History, 


8  A    PATHFINDER    IN    AMERICAN    HISTORY 

pp.  57-59  ;  The  Story  of  America's  Name,  Butterworth, 
pp.  45-50,  Montgomery,  pp.  20,  21;  The  Sagas  of  the 
North,  Sheldon-Barnes,  pp.  6-9. 

III.     OUTSIDE    READINGS. 

History:  Discovery  of  San  Salvador,  Coffin's  Old 
Times  in  the  Colonies,  pp.  14-36;  Columbus  and  the  Dis- 
covery of  America,  Wright's  American  History,  pp.  38-60  ; 
Discovery  of  America  by  Columbus,  Classic  Readings, 
No.  i  ;  Europe  Before  the  Discovery  of  America,  Scud- 
der,  pp.  1-6;  Spain  and  Portugal,  Scudder,  pp.  6-10; 
Legends  of  the  Northmen  and  Columbus  and  His  Com- 
panions, Higginson's  Young  Folks'  Series,  No.  i  ;  The 
Northmen,  Bryant,  I.,  pp.  25-63  ;  Discovery  of  America 
by  the  Northmen,  Morris's  Half  Hours,  I.,  pp.  22-28; 
Eggleston's  First  Book,  pp.  i— 18  ;  Johonnot's  Ten  Great 
Events,  chap.  v.  ;  The  Visit  of  the  Vikings,  Higginson's 
United  States,  pp.  27-51  ;  The  Northmen,  Drake's  New 
England  Legends,  pp.  393-444 ;  The  Legends  of  the 
Northmen,  Higginson's  Young  Folks,  pp.  3-15  ;  Columbus 
and  His  Companions,  Higginson's  Young  Folks,  pp.  19- 
52;  Columbus,  Ellis,  I.,  pp.  7-30;  Columbus,  His  Prede- 
cessors and  His  Immediate  Successors,  D'Anvers's  Heroes 
of  American  Discovery,  pp.  7-29. 

Biography:  Irving's  Columbus;  Prescott's  Ferdinand 
and  Isabella  ;  Winsor's  Columbus ;  Fiske's  Discovery  of 
America ;  Towle's  Heroes  (Marco  Polo) ;  Towle's  Heroes 
(Vasco  Da  Gama). 


THE    TEXT-BOOK  9 

Poetry:  Columbus,  Lowell;  The  Norsemen,  Whittier; 
The  White  Man's  Foot,  chap.  xxi.  in  the  Song  of  Hia- 
watha, Longfellow ;  The  Skeleton  in  Armor,  Longfellow  ; 
Vinland,  Montgomery  (Pratt,  I.). 

Reading's  in  Contemporaneous  History :  Montgomery's 
P^nglish  History  (Henry  VII.),  pp.  179-187  ;  Yonge's 
History  of  England  (Henry  VII.),  pp.  196-205  ;  Guest's 
Handbook  of  English  History  (Henry  VII.),  pp.  374-383. 

IV.     SUGGESTIVE   NOTES. 

At  the  close  of  the  fifteenth  century  Spain  and  Portu- 
gal were  the  great  naval  powers  of  the  world,  and,  in 
accordance  with  a  bull  of  Pope  Alexander  VI.,  issued  in 
1493,  "they  had  divided  between  them  the  heathen  world 
from  pole  to  pole."  In  this  division  the  Americas  fell  to 
the  lot  of  Spain. 

The  pupils  cannot  understand  the  significance  of  the 
navigating  expeditions  of  this  period  unless  they  know 
something  definite  of  the  relations  one  to  another  of 
Spain,  Portugal,  Holland,  and  England.  Pupils  should 
especially  note  the  condition  of  affairs  in  the  reign  of 
Henry  VII. 

Justin  Winsor's  "  Christopher  Columbus  "  is  one  of  the 
latest  and  best  books  on  the  life  and  work  of  the  distin- 
guished navigator.  This  book  will  tend  to  revolutionize 
the  traditional  views  held  of  Columbus  and  his  work.  It 
is  very  severe  in  its  criticisms  of  him.  Fiske's  "  Discovery 
of  America,"  also,  is  an  excellent  book  for  teachers. 


IO  A    PATHFINDER    IN    AMERICAN    HISTORY 

We  have  not  thought  it  best  to  assign  for  general  reci- 
tation any  topics  on  the  Northmen,  but  \ve  call  the  pupil's 
attention  to  the  Northmen  by  special  topics  and  outside 
readings.  No  doubt  a  few  of  an  average  class  will  be 
ready  to  do  some  collateral  reading  on  a  subject  that  is 
far  more  interesting  than  important. 

DE    LEON    AND    FLORIDA 
I.    REFERENCES. 

Montgomery,  pp.  24,  25  ;  Anderson,  pp.  29-31  ;  Rich- 
ardson, pp.  37,  38  ;  Wright's  American  History,  pp.  71— 
84;  Bryant,  I.,  pp.  146-148;  Johonnot's  Stories  of  Our 
Country,  pp.  7-9. 

II.     SPECIAL   TOPICS. 

Balboa  and  the  Pacific,  Anderson,  pp.  31,  32;  The 
Fair  God,  Prescott's  Conquest  of  Mexico,  I.,  pp.  60,  61  ; 
Public  Couriers,  Prescott's  Conquest  of  Mexico,  I.,  pp. 
43-45  ;  Montezuma's  Manner  of  Life,  Prescot'.'s  Conquest 
of  Mexico,  II.,  pp.  120,  121. 

III.    OUTSIDE   READINGS. 

History:  Balboa  and  the  Pacific:  Bryant,  I.,  pp.  142— 
146  ;  Morris's  Half  Hours,  I.,  pp.  61—69  '  Montgomery, 
pp.  25,  26  ;  Richardson,  pp.  39-41  ;  Cortez  and  Monte- 
zuma  :  Mythology  of  Aztecs,  Prescott's  Conquest  of  Mex- 
ico, I.,  pp.  5-10,  43,  45;  Funeral  Ceremonies,  Prescott's 
Conquest  of  Mexico,  I.,  pp.  65-67  ;  Human  Sacrifices  and 
Cannibalism,  Prescott's  Conquest  of  Mexico,  I.,  pp.  77- 


THE    TEXT-BOOK  II 

87  ;  Early  Life  of  Cortez,  Prescott's  Conquest  of  Mexico, 
I.,  pp.  230-240;  Weakness  and  Superstition  of  Monte- 
zuma,  Prescott's  Conquest  of  Mexico,  I.,  pp.  308-320; 
Montezuma  and  His  Reception  of  Cortez,  Prescott's  Con- 
quest of  Mexico,  II.,  pp.  69-83  ;  Montezuma's  Manner  of 
Life,  Prescott's  Conquest  of  Mexico,  II.,  pp.  118-127  '•>  Cor- 
tez seizes  Montezuma,  Prescott's  Conquest  of  Mexico,  II., 
pp.  152-167  ;  Desperate  Fighting  in  Streets  of  Mexico,  Pres- 
cott's Conquest  of  Mexico,  II.,  pp.  291-329;  Montezuma 
dies,  Prescott's  Conquest  of  Mexico,  II.,  pp.  331-335  ;  The 
Melancholy  Night,  Prescott's  Conquest  of  Mexico,  II., 
pp.  345-359  ;  Eggleston's  Montezuma;  De  Leon,  Winsor's 
History  of  America,  II.,  pp.  232-246  ;  Cortez  and  His 
Companions,  Winsor's  History  of  America,  II.,  pp.  349- 

396- 

Fiction:  By  Right  of  Conquest,  Henty  ;  The  Fair  God, 

Wallace. 

IV.    SUGGESTIVE   NOTES. 

Besides  Columbus,  only  the  Spanish  explorers  of  North 
America — De  Leon,  Narvaez,  and  Cabeza  De  Vaca,  and 
De  Soto  —  should  be  studied.  The  adventures  of  Balboa, 
Cortez,  and  Pizarro  are  highly  romantic  and  picturesque, 
but  the  characters  are  not  sufficiently  important  to  con- 
sume much  time  in  the  recitation  room.  Prescott's  "  Con- 
quest of  Mexico,"  and  his  "  Conquest  of  Peru  "  should 
be  read  far  more  than  they  are  by  the  young  people  of 
to-day.  These  books  are  real  classics,  and  contain  much 
valuable  history  bearing  on  the  Spanish  conquests  and 


12  A    PATHFINDER    IN    AMERICAN    HISTORY 

life  among  the  Americai  Indians  of  Mexico  and  South 
America.  Boys  and  girls  will  be  more  likely  to  read 
these  books,  however,  after  their  attention  has  been  called 
to  interesting  passages.  In  fact,  it  seems  to  us  much 
better  to  help  young  people  to  select  passages  than  to  direct 
them  to  read  such  books  entire.  It  is  just  as  well  to 
caution  the  children  against  an  implicit  confidence  in  the 
extravagant  accounts  given  by  the  Spanish  explorers  with 
their  overwrought  imaginations. 

Henty's  "  By  Right  of  Conquest"  and  Lew  Wallace's 
"  Fair  God  "  will  be  of  great  interest,  as  they  vividly  con- 
trast the  weak,  vacillating,  superstitious  Montezuma  with 
the  cr:.fty,  cruel,  and  fearless  Cortez.  Montezuma's  man- 
ner of  life,  his  relations  with  his  people,  his  capture  by 
the  Spaniards,  the  bloody  fighting  in  the  streets  of  the 
city,  and  the  '•  melancholy  night,"  will  aid  in  calling  atten- 
tion to  a  picturesque  chapter  in  Spanish  and  American 
history.  All  this,  however,  can  be  done  incidentally,  in 
connection  with  the  special  topics  and  outside  readings. 

It  will  be  noted  that  the  Spaniards  were  just  as  con- 
spicuously unsuccessful  in  North  America,  excepting 
Mexico,  as  they  were  successful  in  Mexico,  South  Amer- 
ica, and  the  West  Indies.  Physical  conditions  will  largely 
account  for  this  significant  fact.  In  southern  latitudes 
they  enjoyed  the  following  advantages:  i.  The  trade 
winds  made  navigation  easy  from  Spain  almost  directly 
west  to  the  West  Indies  and  surrounding  regions ;  2.  The 
peaceful  nature  of  the  Gulf  of  Mexico  and  the  Caribbean 


THE    TEXT-BOOK  13 

Sea,  except  in  the  hurricane  season,  greatly  aided  the 
Spaniards  in  their  explorations  ;  3.  The  climate  was  very 
similar  to  that  of  Spain  ;  4.  The  natives  were  easily  sub- 
dued and  enslaved.  In  these  tropical  regions  the  Indians, 
enervated  by  a  warm  climate  and  supporting  themselves 
by  a  rude  and  primitive  agriculture,  were  totally  unlike 
the  savages  of  the  North,  who  were  made  hardy  and  brave 
by  a  life  of  hunting  and  continual  warfare.  These  could 
not  be  enslaved  and  compelled  to  work. 

Reasons  for  Spanish  failures  :  Their  objects  were 
mainly  wealth,  conquest,  adventure,  and  the  Christianiz- 
ing of  the  natives.  The  sudden  wealth  they  found  in 
Mexico  and  South  America  unfitted  them  for  patient  toil 
in  developing  agriculture,  trade,  and  commerce.  Their 
morals  were  lax,  their  home  state  weakly  organized ;  and 
they  were  barbarously  cruel  to  the  natives.  Their  inter- 
marriage with  the  Indians  had  no  small  effect  in  debasing 
the  Spanish  blood.  Still,  all  these  influences  were  trivial 
as  compared  with  those  exercised  by  geographic  condi- 
tions. 

NARVAEZ    AND  CABEZA    DE  VACA 
I.     REFERENCES. 

Richardson,  pp.  43,  44;  VVinsor's  History  of  America, 
II.,  pp.  242-244  ;  Wright's  American  History,  pp.  85-103  ; 
Bryant,  I.,  pp.  151-156;  Bancroft,  I.,  pp.  27—31;  Classic 
Readings,  No.  5,  pp.  10-13. 


14  A    PATHFINDER    IN    AMERICAN    HISTORY 

II.     SPECIAL  TOPICS. 

The  Inca  a  Prisoner,  Prescott's  Conquest  of  Peru,  I.,  pp. 
407-410;  The  Inca's  Ransom,  Prescott's  Conquest  of 
Peru,  p.  450  ;  The  Inca's  Execution,  Prescott's  Conquest 
of  Peru,  pp.  469-472  ;  Magellan,  Anderson,  pp.  32,  33, 
Richardson,  pp.  41,  42. 

III.     OUTSIDE   READINGS. 

History:  Strange  Voyage  of  Cabeza  de  Vaca,  Higgin- 
son's  Young  Folks'  Series,  No.  2,  Higginson's  American 
Explorers,  pp.  73-96  ;  Pizarro  and  Peru,  Winsor's  His- 
tory of  America,  II.,  pp.  505-573 ;  Peruvian  Religion, 
Prescott's  Conquest  of  Peru,  I.,  pp.  88-117;  Pizarro's 
Early  History,  Prescott's  Conquest  of  Peru,  I.,  pp.  204- 
207  ;  Interview  with  the  Inca,  Prescott's  Conquest  of  Peru, 
L,  pp.  385-390 ;  Pizarro's  Dosperate  Plan  to  seize  the 
Inca,  Prescott's  Conquest  of  Peru,  I.,  pp.  391-409;  The 
Inca  a  Prisoner,  Prescott's  Conquest  of  Peru,  I.,  pp.  401- 
424  ;  The  Inca's  Trial  and  Execution,  Prescott's  Conquest 
of  Peru,  I.,  pp.  463-472  ;  Pizarro's  Assassination,  Pres- 
cott's Conquest  of  Peru,  II.,  pp.  165-172  ;  Pizarro's  Char- 
acter, Prescott's  Conquest  of  Peiu,  II.,  pp.  176-187  ; 
Magellan,  Winsor's  History  of  America,  II.,  pp.  591- 
613  ;  Towle's  Heroes  (Pizarro);  Pizarro  invades  Peru, 
Towle's  Pizarro,  pp.  138-157;  The  Inca's  Court  and 
Camp,  pp.  157-171  ;  Alahualpa  a  Prisoner,  pp.  188-206; 
The  Inca's  Doom,  pp.  206-229 ;  The  Death  of  Pizarro, 
T-  3IS-327- 


THE    TEXT-BOOK  15 

DE   SOTO   AND    THE    MISSISSIPPI 
I.     REFERENCES. 

Richardson,  pp.  45-49  ;  Anderson,  pp.  35—38  ;  Wright's 
American  History,  pp.  172-198;  Bryant,  I.,  pp.  156-170; 
Bancroft,  I.,  pp.  38-49;  Winsor's  History  of  America,  II., 
pp.  244-253;  Higginson's  American  Explorers,  pp.  121- 
140 ;  Oilman,  I.,  pp.  84-86 ;  Butterworth,  pp.  41-45 ; 
Morris's  Half  Hours,  I.,  pp.  80-89  5  Montgomery,  pp.  28- 
30  ;  Ellis,  I.,  pp.  36-38  ;  Bryant,  I.,  pp.  156-169. 

II.     SPECIAL   TOPICS. 

De  Soto  and  the  Indian  Princess,  Wright's  American 
History,  pp.  182-184;  De  Soto's  Death,  Higginson's 
Young  Folks'  Series,  No.  3,  pp.  138-140. 

III.     OUTSIDE   READINGS. 

History:  Adventures  of  De  Soto,  Higginson's  Young 
Folks'  Series,  No.  3  ;  The  Spanish  Discoverers,  Higgin- 
son's United  States,  pp.  52-74;  The  Adventures  of  De 
Soto,  Higginson's  American  Explorers,  pp.  121-140. 

EXPLORERS   FOR    ENGLAND 

THE    CABOTS    AND    NORTH    AMERICA 
I.     REFERENCES. 

Montgomery,  pp.  18,  19;  Bryant,  I.,  pp.  129-138; 
Bancroft,  I,  pp.  11-13,  61,  62;  Markham's  Sea  Fathers, 
pp.  90-95  ;  Richardson,  pp.  49-51  ;  Wright's  American 


l6  A    PATHFINDER    IN    AMERICAN    HISTORY 

History,  pp.  61-64  ;  Higginson's  Young  Folks,  pp.  40-42  ; 
Monroe,  pp   37-45  ;  Eggleston's  First  Book,  pp.  18-23. 

n.   SPECIAL  TOPICS. 

Their  Commission  from  Henry  VII.,  Lossing,  p.  46  ; 
Study  of  the  Globe  determines  their  Course,  Barnes's 
Brief,  p.  25. 

III.     OUTSIDE    READINGS. 

History:  Higginson's  Cabot  and  Verrazzano,  Higgin- 
son's Young  Folks'  Series,  No.  2  ;  Bryant,  I.,  pp.  129- 
138 ;  Higginson's  American  Explorers,  pp.  55-59 ;  Hil- 
dreth,  I.,  pp.  35-41  ;  Winsor's  Columbus,  pp  341-346. 

Readings  in  Contemporaneous  History  :  Towle's  History 
of  England,  pp.  180-186. 

SIR    FRANCIS    DRAKE 
I.     REFERENCES. 

Anderson,  pp.  33-35  ;  Oilman,  I.,  pp.  94-102  :  Winsor's 
History  of  America,  III.,  pp.  64-73  ;  Bryant,  II.,  pp.  571- 
577;  Sheldon  Barnes,  pp.  41-43. 

II.    SPECIAL  TOPICS. 

The  crowning  of  Drake  by  the  Indians,  Anderson,  pp. 
33,  34- 

III.     OUTSIDE   READINGS. 

History:  The  Old  English  Seamen,  Higginson's  United 
States,  pp.  75-107;  Winsor's  Columbus,  pp.  643-646; 
Kale's  Stories  of  Discovery,  pp.  86-106  ;  Drake  crosses 


THE    TEXT-BOOK.  I^ 

the  Pacific,  Towle's  Drake,  pp.  164-181  ;  Around  the 
Globe,  pp.  200-215;  Sea-Battles  in  the  West  Indies,  pp. 
215-231  ;  The  Spanish  Armada,  pp.  231—245. 

Biography :  Towle's  Heroes  of  History  (Drake) ;  The 
Old  English  Seamen,  Higginson  s  United  States,  pp. 

75-I07- 

Fiction:  Under  Drake's  Flag,  Henty  ;  Westward  Ho! 
Kingsley. 

Readings  in  Contemporaneous  History:  Montgomery's 
English  History,  pp.  218-223  '•>  Yonge's  History  of  Eng- 
land, 237-253  ;  Guest's  Handbook  of  English  History,  pp. 
427-444. 

SIR    WALTER    RALEIGH 
I.     REFERENCES. 

Wright's  American  History,  pp.  254-258;  Eggleston's 
United  States,  pp.  254-258 ;  Montgomery,  pp.  34-38 ; 
Scudder,  pp.  47-50;  Richardson,  pp.  59-65;  Bryant,  I., 
pp.  240-261  ;  Monroe,  pp.  46-54;  Morris's  Half  Hours,  I., 
pp.  105—114;  Gilman,  I.,  pp.  98-102  ;  Ellis,  I.,  pp.  55-59; 
Eggleston's  Household  United  States,  pp.  14-20;  Win- 
sor's  History  of  America,  III.,  pp.  105-116. 

II.     SPECIAL    TOPICS. 

Drake  rescues  the  starving  Colonists,  Richardson,  pp. 
62,  63 ;  Croatoan,  Montgomery,  p.  37  ;  Raleigh,  Johnston, 
p.  9  ;  What  America  was  found  to  be,  Montgomery,  pp. 
33,  39- 


1 8  A    PATHFINDER    IN    AMERICAN    HISTORY 

III.     OUTSIDE   READINGS. 

History:  Eggleston's  United  States,  pp.  13-17;  Scud- 
der,  pp.  42-46;  Morris's  Half  Hours,  I.,  pp.  105-114; 
Bryant,  I.,  pp.  240-261  ;  Raleigh's  Boyhood  and  Youth, 
Towle's  Ralegh,  pp.  1-16  ;  Raleigh  a  Soldier,  Courtier, 
and  Colonizer,  pp.  17-64;  The  Invincible  Armada,  pp. 
64—79;  R^'eigh  a  Prisoner,  pp.  79-96;  Raleigh  and  the 
Tower,  pp.  182-227. 

Biography:  Towle's  Heroes  (Ralegh). 

Fiction:  Kenihvorth,  Scott. 

Readings  in  Contemporaneous  History:  Montgomery's 
English  History,  pp.  208-217;  Guest's  Handbook  of  Eng- 
lish History,  pp.  442-447  ;  Towle's  History  of  England, 
pp.  206-227. 

IV.     SUGGESTIVE    NOTES. 

When  Columbus  returned  to  Spain  from  his  first  voyage 
to  the  New  World,  England  was  stirred  with  the  desire  to 
share  in  the  honors  and  profits  of  discovery.  King 
Henry  was  therefore  quite  willing  to  encourage  the 
Cabots  in  their  maritime  adventures.  They  made  their 
first  voyage  under  a  patent  granted  by  the  king,  authoriz- 
ing John  Cabot  and  his  three  sons  "  to  sail  to  all  parts, 
countries,  and  seas  of  the  east,  of  the  west,  and  of  the 
north,  and  find  whatsoever  isles,  countries,  regions,  or 
provinces  of  the  heathen  and  infidels,  whatsoever  they  be 
and  in  what  part  of  the  world  soever  they  be,  which 
before  this  time  have  been  unknown  to  all  Christians." 


THE    TEXT-BOOK  1 9 

It  will  be  noticed,  however,  that  the  patent  permitted  the 
Cabots  to  sail  to  all  parts  and  seas  of  the  east,  west,  and 
north  only.  Out  of  deference  to  the  discoveries  of  Spain 
and  Portugal,  probably,  the  Cabots  were  not  permitted 
under  the  patent  to  make  explorations  in  the  south. 
Besides,  England  was  then  unable  to  cope  with  Spain  or 
Portugal  in  naval  warfare.  So  she  carefully  avoided  com- 
ing into  conflict  with  them  in  the  territory  from  which  she 
was  barred  by  papal  decree,  and  sent  out  her  sailors  to 
find  a  short  northwest  passage  to  the  Indies. 

It  would  be  eminently  unwise  to  teach  all  the  English 
explorers.  We  have  selected  the  leading  ones,  and  these 
are  quite  sufficient  to  give  clear  and  definite  conceptions 
of  the  part  played  by  England  in  exploring  America. 
The  temptation  is  great  to  linger  so*  long  amid  these 
novel  and  romantic  scenes  as  to  rob  the  class  of  time 
that  should  be  devoted  to  the  consideration  of  events 
more  vitally  associated  with  the  constitutional  develop- 
ment of  the  republic.  It  should  not  be  forgotten  that  to 
the  future  voter  and  American  citizen  the  most  instructive 
part  of  American  history  begins  with  the  formation  of 
our  Constitution.  Of  course,  that  which  precedes  this 
great  event  prepares  the  pupils  rightly  to  grasp  its  signifi- 
cance, and  this  is  especially  true  of  the  American  Revo- 
lution. But  we  should  exercise  the  most  painstaking  care 
not  to  dwell  at  great  length  upon  facts  that  can  claim  no 
prominent  place  in  shaping  subsequent  events. 

The  work  done  by  Cartier  and  Frobisher  is  much  less 


20  A    PATHFINDER    IN    AMERICAN    HISTORY 

significant  than  that  done  by  Alexander  Hamilton  and 
Daniel  Webster  —  to  say  nothing  of  George  Washington 
and  Abraham  Lincoln.  This  seems  so  plain  as  to  require 
no  mention.  Yet  it  is  true  that  many  teachers  of  history, 
and  many  of  those  who  make  out  examination  papers 
on  the  subject,  seem  to  fail  in  the  appreciation  of  the 
relative  merits  of  different  periods. 

The  personality  of  the  brave  knight  Raleigh  is  worthy 
of  special  notice.  His  position  in  the  English  court  and 
his  relation  to  Queen  Elizabeth  should  be  pointed  out. 
Older  and  brighter  pupils  will  be  aided  here  by  reading 
"  Kenilworth." 

We  cannot  unduly  emphasize  the  value  of  tracing  upon 
the  map  all  the  voyages  and  explorations.  No  fact  should 
be  learned  whose  geography  is  not  well  defined.  No 
event  without  a  positive  location  can  mean  much  to  any- 
body. Historic  development  depends  largely  upon  geo- 
graphic conditions.  Allow  us  then  to  urge  that  the  pupils 
habitually  associate  the  use  of  the  map  with  the  study  of 
history.  An  hour  of  such  related  work  is  worth  a  day  of 
aimless  reading  when  events  are  somewhere,  anywhere, 
between  the  earth  and  sky.  It  gives  us  great  pleasure  to 
refer  to  MacCoun's  "  Historical  Geography,"  and  to  his 
historical  charts,  which  should  be  in  every  school-room 
where  history  is  taught.  The  charts  are  simply  invaluable 
to  clear,  definite  views  of  the  changes  made  in  the  politi- 
cal geography  of  North  America. 


THE    TEXT-BOOK  21 


EXPLORERS    FOR    FRANCE 

THE     HUGUENOTS     IN     SOUTH     CAROLINA     AND 
FLORIDA 

I.  REFERENCES 

Richardson,  pp.  53-58  ;  Ellis,  I.,  pp.  39-51  ;  Mont- 
gomery, pp.  30-32  ;  Wright's  American  History,  pp.  228- 
234;  Bryant,  I.,  pp.  189-223;  Gilman,  I.,  pp.  91-93; 
Anderson,  pp.  45-47. 

II.     SPECIAL     TOPICS. 

The  first  Huguenot  Colony,  Richardson,  p.  54 ;  De 
Gourges  gets  Revenge,  Richardson,  pp.  57,  58. 

III.     OUTSIDE    READINGS. 

History:  Wright's  American  History,  pp.  228-253; 
The  French  in  Florida,  Higginson's  Young  Folks'  Series, 
No.  3  ;  Discovery  of  the  Great  Lakes  and  the  Head 
Waters  of  the  Mississippi,  D'Anvers's  Heroes  of  American 
Discovery,  pp.  112-139,  Bryant,  I.,  pp.  189-223,  Bancroft, 
I.,  pp.  5 1-59;  The  French  in  Florida,  Higginson's  Ameri- 
can Explorers,  pp.  143-166;  Melendez  and  the  Hugue- 
nots, Parkman's  Pioneers  of  France,  pp.  85-161,  Winsor's 
History  of  America,  II.,  pp.  261-283. 

Fiction  :  The  Flamingo  Feather,  Munroe. 

Readings  in  Contemporaneous  History  :  Montgomery's 
French  History  (Religious  Wars),  pp.  130-146. 


22  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.     SUGGESTIVE    NOTES. 

Our  reason  for  placing  most  of  the  French  explorers 
just  before  the  Last  French  War,  will  be  found  on  p.  43. 
We  also  put  Henry  Hudson  where  he  chronologically 
belongs,  with  New  Netherlands  or  New  York. 

COLONIZATION 

THE   ENGLISH    IN    AMERICA 
VIRGINIA    (1607). 

What  to  Teach  :  James  I.  and  the  Charter  ;  John  Smith 
and  the  Colonists  ;  The  Voyage  and  Settlement  ;  Smith's 
Explorations  and  the  Indians  ;  Pocahontas  ;  Smith  leaves 
Virginia ;  The  Winter  of  Suffering  and  Starvation  ;  The 
Great  Charter  ;  Governor  Dale  and  the  People  ;  Tobacco 
and  Slavery  ;  Representative  Government ;  Wives  for  the 
Settlers ;  Governor  Berkeley  and  Tyranny ;  Contrast 
between  the  Cavalier  of  Virginia  and  the  Puritan  of 
Massachusetts  ;  England's  Navigation  Laws  ;  Royal  Fa- 
vorites presented  with  Virginia ;  The  Common  People 
Ignored  and  Abused  ;  Bacon's  Rebellion. 

I.   REFERENCES. 

Richardson,  pp.  84-90,  134-137  ;  Montgomery,  pp.  50- 
64;  Anderson,  pp.  52-59,  86—88;  Scudder,  pp.  65—71, 
115-119  ;  Eggleston's  First  Book,  pp.  23-42,  79-86  ;  Ellis, 
I.,  pp.  63-68,  207-210  ;  Bancroft,  I.,  pp.  84-118  ;  Classic 
Readings,  No.  2  ;  Wright's  American  History,  pp.  259- 


THE    TEXT-BOOK  23 

268  ;  Dodge's  Stories  of  American  History,  pp.  26-33  ; 
Monroe,  pp.  55-67  ;  Higginson's  Young  Folks,  pp.  no- 
114;  Cooke's  Old  Dominion,  pp.  30-54,  65-68;  Coffin's 
Old  Times  in  the  Colonies,  pp.  259-262. 

II.     SPECIAL    TOPICS. 

Indented  Servants,  Johnston,  p.  39  ;  White  Apprentices, 
Montgomery,  p.  59 ;  The  Starving  Time,  Eggleston's 
United  States,  pp.  25,  26;  The  "Great  Charter,"  Eggles- 
ton's United  States,  pp.  30,  31  ;  The  Virginia  Wife  Market, 
Eggleston's  (G.  C.)  Strange  Stories,  pp.  175-185  ;  The 
Capture  of  Smith  by  the  Indians,  Cooke's  Old  Dominion, 
pp.  41,  42  ;  Berkeley's  Revenge,  Cooke's  Old  Dominion,  p. 
80  ;  The  Hero  of  Virginia,  Dodge's  Stories  of  American 
History,  pp.  26-33. 

III.     OUTSIDE   READINGS. 

History:  Eggleston's  United  States,  pp.  19-32;  The 
Wise  Fool  of  England,  Coffin's  Old  Times  in  the  Colonies, 
pp.  72-86;  How  Beaver  Skins  and  Tobacco  helped  in 
Civilization,  Coffin's  Old  Times  in  the  Colonies,  pp.  97- 
110;  Story  of  Pocahontas,  Wright's  American  History, 
pp.  259-268  ;  The  Settlement  of  Virginia,  Classic  Read- 
ings, No.  2 ;  Eggleston's  Pocahontas  and  Powhatan ; 
Markham's  Colonial  Days,  pp.  127-145;  The  Lost  Colo- 
nies of  Virginia,  Higginson's  American  Explorers,  pp. 
177-200;  Bancroft,  I.,  pp.  84-118;  Captain  John  Smith, 
Higginson's  American  Explorers,  pp.  231-265;  The 
Planter  in  Virginia  and  a  Chapter  in  English  History, 


24  A    PATHFINDER    IN    AMERICAN    HISTORY 

Richardson,  pp.  84-94 ;  Winsor's  History  of  America 
III.,  pp.  127-153;  Virginia  in  1765,  Doyle's  English  Col- 
onies, pp.  41-93  ;  Morris's  Half  Hours,  I.,  pp.  260-273  ; 
Eggleston's  Household  United  States,  pp.  20-27  ;  Barnes, 
pp.  34-41 ;  Higginson's  American  Explorers,  pp.  236— 
246. 

Biography:  Warner's  Captain  John  Smith  ;  John  Smith, 
Young  Folks'  Series,  No.  6 ;  Pocahontas,  D'Anvers's 
Heroes  of  American  Discover}',  pp.  169-189. 

Readings  in  Contemporaneous  History:  Montgomery's 
English  History,  pp.  229-237,  257-280;  Yonge's  His- 
tory of  England,  pp.  253-267  ;  Guest's  Handbook  of  Eng- 
lish History,  chap,  i.,  pp.  448-471  ;  Towle's  History  of 
England,  pp.  228—252. 

IV.   SUGGESTIVE   NOTES. 

England  entertained  so  much  respect  for  the  decree  of 
Pope  Alexander  VI.  dividing  the  "  heathen  world  from 
pole  to  pole  between  Spain  and  Portugal,"  and  especially 
for  the  mighty  navy  of  the  Spanish  king,  that  more  than 
a  century  had  gone  by  before  she  reaped  any  advantage 
from  the  explorations  of  the  Cabots.  In  the  mean  time, 
through  the  courage  and  daring  of  Henry  VIII.  and 
"Good  Queen  Bess,"  English  Protestantism  had  been  led 
to  spurn  papal  interference  in  the  world's  politics.  The 
Invincible  Armada  had  been  swept  from  the  sea;  the 
haughty  Spanish  king  was  humbled  ;  and  Spain,  as  a  great 
naval  power,  had  fallen  into  decay.  It  was  a  glorious  day 


THE    TEXT-BOOK  2$ 

for  old  England,  and  eagerly  did  she  seize  her  opportunity. 
The  first  half  of  the  seventeenth  century  found  her  busily 
planting  colonies  in  America. 

Gosnold's  expedition,  in  1602,  was  the  first  bud  of 
promise  of  this  century  —  a  century  foreshadowing  great 
national  power  for  England. 

The  earlier  colonial  history  of  Virginia  will  be  more 
easily  understood  by  pupils  if  many  of  the  events  are 
grouped  about  John  Smith,  Pocahontas,  Berkeley,  and 
Bacon.  The  following  points  deserve  special  considera- 
tion :  — 

1.  The    inferior     character    of    the    first    settlers    and 
Smith's  difficulties  in  saving  them  from  starvation. 

2.  The  struggle  between  the   common  people  and  the 
land-owning  aristocracy.     This  interesting  and  suggestive 
struggle    culminated  in  Bacon's  rebellion.     The  tyranni- 
cal Berkeley  represented  the  superior  minority  ;  the  brave 
Bacon,  the  despised,  down-trodden  majority. 

3.  The  significant  part  tobacco  played   in  establishing 
negro  slavery.     Here  again  appears  the  intimate  connec- 
tion  between  geographic   conditions   and   the  growth  of 
history.     The  soil  in  Virginia  was  adapted  to  the  cultiva- 
tion of  tobacco.    The  cultivation  of  tobacco  called  for  ex- 
tensive plantations,  and  these  in  turn  demanded  a  great 
number  of  laborers.     English  poor-houses  and  jails  were 
brought  into  requisition  ;  prisoners  of  war  captured  in  the 
struggle  between  Cromwell  and  the  Stuarts  were  brought' 
over;  indentured  servants  were  imported.     But  all  these 


26  A    PATHFINDER    IN    AMERICAN    HISTORY 

were  not  enough  to  satisfy  the  demands  of  the  tobacco- 
planter  rapidly  enriching  himself  by  transatlantic  trade. 
Fortunately,  as  it  seemed,  an  avenue  to  the  densely 
peopled  regions  of  Guinea  had  been  recently  opened. 
In  the  continual  warfare  between  hostile  tribes  in  Africa 
vast  hordes  of  captives  were  taken  and  were  easily 
secured  bv  slave-traders  through  an  exchange  of  Euro- 
pean manufactured  goods.  These  negroes  were  packed 
so  closely  that  a  vessel  of  five  hundred  tons'  burden  would 
sometimes  bring  from  Africa  nearly  a  thousand  souls. 
As  a  result  of  this  ease  of  barter  and  facility  of  transpor- 
tation the  slave  merchants  could  sell  a  negro  for  about 
the  price  of  a  good  horse.  In  two  or  three  years  an  able- 
bodied  negro  on  a  tobacco  plantation  could  pay  for  his 
cost.  From  the  standpoint  of  trade  and  commerce,  Vir- 
ginia seemed  the  most  fortunate  of  the  colonies,  and  her 
planters  grew  rich.  In  1690  tobacco  had  made  Virginia 
and  Maryland  the  richest  colonies  then  planted  on  the 
Atlantic  coast. 

The  terms  of  the  Great  Charter  are  worthy  of  note  and 
will  be  referred  to  again  when  we  come  to  consider  the 
western  claims  of  Virginia  and  other  colonies  in  connec- 
tion with  the  Articles  of  Confederation  and  the  North- 
west Territory. 

Virginia  should  be  taught  with  great  care,  because  it 
is  an  excellent  type  of  the  civilization  of  the  South. 
Massachusetts,  representing  the  civilization  of  the  North, 
should  also  receive  special  treatment.  Of  course  the 


THE    TEXT-BOOK  2/ 

physiography  of  the  continent  was  overwhelming  in  its 
influence  upon  the  character  of  the  life  and  industries  of 
the  North  and  the  South.  Yet  we  cannot  forget  that  the 
Puritan  with  his  democratic  ideas  settled  Massachusetts, 
the  Mother  State  of  the  North,  while  the  cavalier,  perme- 
ated with  the  spirit  of  feudalism,  found  his  home  in  Vir- 
ginia, the  Mother  State  of  the  South.  Hence  the  topic, 
Contrast  between  the  Cavalier  of  Virginia  and  the  Puri- 
tan of  Massachusetts,  points  to  the  future,  a  future  full  of 
civil  discord  and  confusion. 

"England's  Navigation  Laws"  may  remind  the  teacher 
that  the  forces  which  finally  brought  about  the  American 
Revolution  were  already  in  motion.  We  shall  say  more 
of  this  in  referring  to  the  causes  of  the  Revolution. 

NEW  NETHERLAND,   OR  NEW  YORK  (1614). 

What  to  Teach:  Henry  Hudson;  The  Dutch  in  New 
Netherland  ;  Peter  Miniut  and  New  Amsterdam ;  The 
Patroons  ;  Peter  Stuyvesant  and  Popular  Rights ;  New 
Netherland  becomes  New  York. 

I.  REFERENCES. 

Richardson,  pp.  109-^5  ;  Higginson's  Young  Folks,  pp. 
88-98  ;  Montgomery,  pp.  65-72  ;  Wright's  American  His- 
tory, pp.  292-294 ;  Anderson,  pp.  60-64 ;  Scudder,  pp. 
54-58  ;  Ellis,  I.,  pp.  84-89  ;  Eggleston's  First  Book,  pp. 
42-49;  Barnes,  pp.  55-60;  Coffin's  Old  Times  in  the 
Colonies,  pp.  142-145,  195-205. 


28  A    PATHFINDER    IN    AMERICAN    HISTORY 

II.    SPECIAL  TOPICS. 

Hudson  and  the  Indians,  Eggleston's  First  Book,  pp. 
45,  46  ;  The  Patroons,  Montgomery,  p.  68. 

III.     OUTSIDE   READINGS. 

History:  New  York  and  New  Netherland,  Smith's 
Stories  of  Persons  and  Places,  pp.  228-245  ;  Winsor's  His- 
tory of  America,  IV.,  pp.  395—409 ;  Henry  Hudson  and  the 
Netherlands,  Higginson's  American  Explorers,  pp.  311- 
337,  Higginson's  Young  Folks'  Series,  No.  7,  Bryant  I.,  pp. 
345-358,  Bancroft,  I.,  pp.  475-493  ;  New  York  until  1688, 
Fisher's  Colonial  Era,  chap.  ix. ;  Settlement  of  New  York 
and  its  Revolutionary  History,  Drake's  Nooks  and  Cor- 
ners of  New  England,  pp.  228-260  ;  Classic  Readings,  No. 
9;  Markham's  Sea  Fathers,  pp.  141-150;  New  York  in 
1765,  Doyle's  English  Colonies,  pp.  312-341. 

Biography:  Sparks's  American  Biography,  X. 

Fiction:  Knickerbocker's  History  of  New  York,  Irving. 

IV.    SUGGESTIVE   NOTES. 

Henry  Hudson's  explorations  were  so  closely  followed 
by  the  settlement  of  New  Netherland  that  we  study  him 
in  this  connection.  We  caution  teachers  against  dwelling 
to  any  considerable  extent  upon  the  works  of  the  Dutch 
governors.  Peter  Stuyvesant  may  well  claim  a  due  share 
of  attention,  but  it  is  not  necessary  to  do  much  with  the 
others.  Some  quotations  from  Knickerbocker's  History 
of  New  York  will  give  spice  to  the  recitations.  Henry 


THE    TEXT-BOOK  2Q 

Hudson  and  Peter  Stuyvesant  will  tell  a  large  part  of  the 
story. 

MASSACHUSETTS. 

a.    PLYMOUTH    COLONY  (1620). 

What  to  Teach:  Religious  Intolerance  and  the  Puritans 
in  England  ;  Holland  the  First  Refuge  ;  Why  the  Pilgrims 
came  to  America  ;  The  Pilgrims  and  the  English  Com- 
pany ;  The  Character  of  the  Colonists  ;  The  Compact  in 
the  Cabin  of  the  Mayflower;  Captain  Myles  Standish  and 
the  Exploring  Expedition  ;  Landing  of  the  Pilgrims  at 
Plymouth  Rock  ;  The  Colonists  in  Distress  ;  The  Town 
Meeting  ;  Massasoit  and  the  Indians ;  The  Pilgrims  be- 
come Independent  of  the  English  Company  ;  Plymouth  of 
the  Present. 

I.  REFERENCES. 

Anderson,  pp.  65-71  ;  Eggleston's  United  States,  pp. 
33-38  ;  Scudder,  pp.  72-76  ;  Drake's  Making  of  New  Eng- 
land, pp.  67-86  ;  Ellis,  I.,  pp.  99-107  ;  Montgomery,  pp. 
74-80;  Oilman,  II.,  pp.  12-21  ;  Eggleston's  First  Book, 
pp.  49-59;  Higginson's  Young  Folks,  pp.  55-60;  Mon- 
roe, pp.  85-96  ;  Richardson,  pp.  95-100;  Wright's  Ameri- 
can History,  pp.  18-25  >  Coffin's  Old  Times  in  the 
Colonies,  pp.  117-126;  Johonnot's  Ten  Great  Events,  pp. 
207-214;  Eggleston's  Household  United  States,  pp.  37- 
42  ;  Barnes,  pp.  42-46  ;  Dodge's  Stories  of  American  His- 
tory, pp.  18-25. 


3O  A    PATHFINDER    IN    AMERICAN    HISTORY 

• 

II.     SPECIAL   TOPICS. 

The  Pilgrim  Covenant,  Johnston,  p.  18  ;  Hardships  of 
First  Winter,  Higginson's  Young  Folks,  pp.  59,  60  ;  The 
Explorers,  Coffin's  Old  Times  in  the  Colonies,  pp.  120, 
121  ;  Why  the  Colonists  came,  Dodge's  Stories  of  Ameri- 
can History,  pp.  34-39- 

HI.     OUTSIDE   READINGS. 

History:  The  Pilgrims,  Coffin's  Old  Times  in  the  Col- 
onies, pp.  111-140;  First  Years  at  Plymouth,  Coffin's  Old 
Times  in  the  Colonies,  pp.  129-145  ;  The  Pilgrims  and 
the  Settlement  of  New  England,  Wright's  American  His- 
tory, pp.  200-315  ;  Hawthorne's  Grandfather's  Chair;  The 
Pilgrims  of  Plymouth,  Higginson's  Young  Folks'  Series, 
No.  8,  Markham's  Colonial  Days,  pp.  53-71  ;  Plymouth 
Plantations,  Classic  Readings,  No.  3  ;  The  Coming  of  the 
Pilgrims,  Drake's  Making  of  New  England,  pp.  67-103  ; 
Hale's  Story  of  Massachusetts,  pp.  20-49,  Q0"1^  ;  Legends 
of  Plymouth  Rock,  Drake's  New  England  Legends,  pp. 
311-337,  Winsor's  History  of  America,  III.,  pp.  257-283  ; 
New  England  in  1765,  Doyle's  English  Colonies,  pp. 
406-476  ;  The  Plymouth  Pilgrims,  Doyle's  Puritan  Col- 
onies, I.,  pp.  ii—  8 1  ;  Plymouth  Past  and  Present,  Drake's 
Nooks  and  Corners  of  New  England,  pp.  261—282. 

Biography:  Abbott's  Captain  Miles  Standish ;  Apple- 
ton's  Cyclopaedia  of  American  Biography,  V.,  pp.  643,  644. 

Fiction:  The' Mayflower,  Stowe;  Standisli  of  Standish. 
Austin  ;  Bettie  Alden,  Austin  ;  A  Nameless  Nobleman, 
Austin  ;  Dr.  Le  Baron  and  His  Daughters,  Austin. 


THE    TEXT-BOOK  31 

Poetry :  Courtship  of  Miles  Standish,  Longfellow ; 
The  Landing  of  the  Pilgrim  Fathers,  Hemans  ;  Thanks- 
giving Day,  Preston ;  The  First  Thanksgiving  Day, 
Preston  ;  The  Twenty-Second  of  December,  Bryant ; 
Songs  of  the  Pilgrims  (an  excellent  collection  of  poems 
on  colonial  New  England)  ;  The  Embarkation  (.Pilgrims), 
Doten  ;  First  Proclamation  of  Miles  Standish,  Preston  ; 
The  Pilgrim  Fathers  —  Where  are  They,  Pierpont ;  The 
Pilgrim's  Vision,  O.  W.  Holmes. 

Oratory:  Webster's  Plymouth  Oration,  Webster  and 
His  Masterpieces,  II.,  pp.  59-111;  The  Mayflower  and 
the  Pilgrim,  Union  Speaker,  E.  Everett,  p.  in. 

Readings  in  Contemporaneous  History  :  Guest's  Hand- 
book of  English  History,  pp.  472-492. 

IV.    SUGGESTIVE   NOTES. 

Let  the  personality  of  Myles  Standish  stand  out  in  bold 
relief.  Make  much  of  the  character  of  the  Pilgrims.  The 
study  of  these  noble  men  and  women  will  prove  inspiring. 
The  motives  of  the  Pilgrims  should  be  compared  with  the 
motives  animating  other  colonies  in  America.  For  a  com- 
prehensive account  of  the  Pilgrims  we  refer  to  Good- 
win's "The  Pilgrim  Republic."  It  is  full  of  interest. 

b.     MASSACHUSETTS    BAY    COLONY    (1630). 

What  to  Teach:  The  First  Colony  settles  at  Salem  ; 
Endicott's  Religious  Zeal ;  The  Church  and  the  State  ;  Reli- 
gious Intolerance  among  the  Puritans;,  Roger  Williams 


32  A    PATHFINDER    IN    AMERICAN    HISTORY 

and  Mrs.  Hutchinson  sent  out  of  the  Colony;  Harvard 
University  and  the  Common  Schools ;  Eliot  and  the 
Indians  ;  The  New  England  Confederacy  ;  The  Puritans 
and  the  Quakers ;  Industries  and  Trade  ;  King  Philip's 
War ;  The  Witchcraft  Delusion  at  Salem  ;  Gov.  Andros 
and  the  Charter;  Contrast  between  Massachusetts  Bay 
and  Plymouth  Colonies  as  to  Wealth,  Growth,  Govern- 
ment, and  Religious  Intolerance. 

I.  REFERENCES. 

Richardson,  pp.  128-134;  Montgomery,  pp.  80-92; 
;  Eggleston's  United  States,  pp.  39—43  ;  Scudcler,  pp.  77— 

85  ;   Monroe,  pp.  129-141  ;   Ellis,  I.,  pp.  170-179  ;  Barnes, 

pp.  46-52  ;  Winsor's  History  of  America,  III.,  pp.  310- 
h-3'2x';  Coffin's  Old  Times  in  the  Colonies,  pp.  162-170; 

Higginson's  Young  Folks,  pp.  60-64,   83,   84;  Frothing- 

ham's  Rise  of  the  Republic,  pp.  38-43. 

II.     SPECIAL   TOPICS. 

•The 'Quakers,  Montgomery,  p.  89;  The  Scarcity  of 
Food,  Higginson's  Young  Folks,  pp.  63,  64;  Roger  Wil- 
liams, Higginson's  Young  Folks,  pp.  68,  69  ;  Coffin's  Old 
Times  in  the  Colonies,  pp.  187,  188  ;  John  Eliot,  Smith's 
Famous  Americans,  pp.  284-286. 

III.    OUTSIDE   READINGS. 

History:  The  Puritan  Beginning,  Coffin's  Old  Times  in 
the  Colonies,  pp.  152-170;  The  Struggle  for  Liberty  in 
England,  and  how  it  affected  America,  Coffin's  Old  Tiires 


THE    TEXT-BOOK  33 

in  the  Colonies,  pp.  206-215;  Witches,  Richardson,  pp. 
141-146,  303-317;  Massachusetts  Bay  Colony,  Higgin- 
son's  Young  Folks'  Series,  No.  8  ;  King  Philip's  War,  Cof- 
fin's Old  Times  in  the  Colonies,  pp.  241-250  ;  The  Com- 
ing of  the  Puritans,  Drake's  Making  of  New  England,  pp. 
149-184;  Mistress  Anne  Hutchinson,  Drake's  New  Eng- 
land Legends,  pp.  11—22  ;  The  Quakers  in  Boston,  Drake's 
New  England  Legends,  pp.  36-65  ;  Witchcraft,  Drake's 
New  England  Legends,  pp.  28-35,  J83— 196  ;  The  Massa- 
chusetts Bay  Colony,  Higginson's  American  Explorers, 
pp.  341-361  ;  A  Town  of  Great  Landmarks,  Smith's  Sto- 
ries of  Persons  and  Places,  pp.  171-192  ;  Settlement  of 
Massachusetts,  Doyle's  Puritan  Colonies,  I.,  pp.  83-112; 
Roger  Williams  and  the  Antinomians,  Doyle's  Puritan 
Colonies,  I.,  pp.  113-147  ;  Salem  and  Witch  Hill,  Drake's 
Nooks  and  Corners  of  New  England,  pp.  208-227. 

Biography  :  Philip  of  Pokanoket,  Irving's  Sketch  Book  ; 
The  Death  of  King  Philip,  Morris's  Half  Hours,  I.,  pp. 
225—233  ;  Roger  Williams,  Drake's  Making  of  New  Eng- 
land, pp.  194-199  ;  Philip,  D'Anvers's  Heroes  of  American 
Discovery,  pp.  191-208. 

Poetry:  The  New  England  Tragedies  (for  teachers), 
Longfellow  ;  Giles  Corey  of  Salem  Farms  (Witchcraft), 
Longfellow. 

Fiction :  Woodstock  (Cromwell),  Scott. 

Readings  in  Contemporaneous  History:  Montgomery's 
English  History,  pp.  238-254  ;  Yonge's  History  of  Eng- 
land, pp.  288-314. 


34  A    PATHFINDER    IN    AMERICAN    HISTORY 


IV.    SUGGESTIVE  NOTES. 

The  following  points  deserve  special  notice  :  — 

1.  The  attitude  of  the  Puritans   towards   religion  and 
education.     The  difference  between  the  wealth    of  Mas- 
sachusetts to-day  and  that  of  Mississippi  and  Alabama  is 
of  course,  largely  due  to  the  difference  in  the  intelligence 
of  their  inhabitants,  however  much  that  difference  in  intel- 
ligence   may  have  been  influenced  by  geographic  condi- 
tions. 

2.  The  New  England  Confederacy  as  a  step  toward  the 
Federal  Union. 

3.  King  Philip's  War  as  a  chapter  in  the  history  of  the 
Indian  question.     The   details  of  this  war  should  not  be 
studied.     The  causes,  the  character  of  fighting,  and  the 
results  throw  light  upon   the   Indian   question.     Nothing 
else  is  needed  in  connection  with  the  war. 

4.  The  relation  between   Roger  Williams  and  the  Mas- 
sachusetts Bay  Colony.     Roger  Williams  in  this  connec- 
tion will  arouse  interest,  and  his  part  in  the  settlement 
of    Rhode    Island,  and   in   securing  the  charter  of   this 
republican  colony,  may  well  be  brought  out.1     But   this 
will  suffice  for  Rhode  Island  as  a  colony,  except,  of  course, 
in  Rhode  Island  schools. 

1  Roger  Williams,  however,  was  not  banished  from  the  colony  because  of  his 
religious  views.  For  an  interesting  discussion  of  this  question  we  refer  the  teacher 
to  Twichell's  "John  Winthrop  "  (Makers  of  America  series),  pp.  132-136.  The 
entire  book  is  very  profitable  reading. 


THE    TEXT-BOOK  35 

CONNECTICUT  (1634). 

What  to  Teach:  The  Dutch  in  Connecticut;  Emigra- 
tion from  Massachusetts ;  John  Winthrop  and  Saybrook  ; 
The  Pequot  War  ;  The  First  Constitution  ;  Settlement  of 
New  Haven  ;  The  Regicides  seek  an  Asylum  in  Connecti- 
cut;  A  Liberal  Charter  secured;  Andros  and  the  Charter 
Oak. 

I.  REFERENCES. 

Barnes,  pp.  53-154;  Higginson's  Young  Folks,  pp.  71- 
76  ;  Coffin's  Old  Times  in  the  Colonies,  pp.  171-183  ;  San- 
ford's  Connecticut,  pp.  15,  28,  29-32  ;  Hollister's  Con- 
necticut, pp.  93-100 ;  Montgomery,  pp.  96-100;  Drake's 
Making  of  New  England,  pp.  187-193,  203-212,  219,  220  ; 
Johnston's  Connecticut,  pp.  14-26,  83-108;  Stuart's  Hart- 
ford in  the  Olden  Time,  II.,  pp.  61-68. 

II.     SPECIAL   TOPICS. 

Andros  and  the  Charter,  Coffin's  Old  Times  in  the  Colo- 
nies, pp.  267,  268  ;  The  Loss  of  the  Charters,  Scudder,  pp. 
101-106;  Story  of  our  Charter,  Sanford's  Connecticut,  pp. 
93-96;  Company  of  Sixty  who  left  Massachusetts,  Cof- 
fin's Old  Times  in  the  Colonies,  p.  174;  Hooker  and  His 
Company,  Coffin's  Old  Times  in  the  Colonies,  pp.  175, 
176  ;  The  Constitution,  Sanford's  Connecticut,  pp.  32-34. 

III.    OUTSIDE   READINGS. 

History:  The  Pequot  War,  Morris's  Half  Hours,  I., 
pp.  162-172  ;  The  Puritans  take  Possession  of  New  Eng- 


36  A    PATHFINDER    IN    AMERICAN    HISTORY 

land,  Coffin's  Old  Times  in  the  Colonies,  pp.  171-183  ; 
Charles  II.  and  the  Regicides,  Coffin's  Old  Times  in  the 
Colonies,  pp.  234-240  ;  Sanford's  Connecticut,  pp.  40-43, 
115-126;  Hollister's  Connecticut,  pp.  417-445;  Stuart's 
Hartford  in  the  Olden  Time  (Peculiar  Laws  and  Punish- 
ments), pp.  233—243 ;  Stuart's  Hartford  in  the  Olden 
Time  (Old  Dutch  Point),  pp.  233-243  ;  The  Pequot  War, 
Drake's  Making  of  New  England,  pp.  203-213,  Winsor's 
History  of  America,  III.,  pp.  330-339  ;  The  Settlement  of 
Connecticut  and  the  Pequot  War,  Doyle's  Puritan  Colo- 
nies, I.,  pp.  149-178  ;  Nott's  Three  Judges. 

Poetry:   Abraham  Davenport,  Whittier. 

Fiction :  Romance  of  the  Charter  Oak,  Seton. 

IV.     SUGGESTIVE   NOTES. 

Time  should  not  be  spent  on  the  details  of  the  Pequot  War 
unless  the  teaching  is  in  Connecticut.  "Thomas  Hooker 
and  the  town  meeting  "  is  a  thousandfold  more  important. 
Connecticut  is  justly  proud  of  having  had  "  the  first  written 
constitution,  in  the  modern  sense  of  the  term,  as  a  perma- 
nent limitation  on  governmental  power,  known  in  history."1 
The  influence  of  this  State  upon  the  formation  of  the  Fed- 
eral Constitution  is  worthy  of  comment  also  ;  but  that  sub- 
ject will  more  naturally  be  considered  in  the  discussion  of 
the  critical  period,  1783-1789. 

1  See  Johnston's  "  Connecticut,"  p.  63.  Teachers  would  do  well  to  read  all  of 
this  able  book.  We  also  highly  recommend  Walker's  "  Thomas  Hooker  "  (Makers 
of  America  Series). 


THE    TEXT-BOOK  37 

MARYLAND  (1634). 

What  to  Teach:  Lord  Baltimore  and  the  Catholic 
Colony  ;  The  Wigwam  Church  ;  Political  and  Religious 
Freedom  ;  The  Trouble  with  Clayborne  ;  Lord  Baltimore 
leaves  Maryland  ;  The  Catholics  persecuted  ;  Loss  of  the 
Charter;  The  Church  of  England  established;  Maryland 
again  passes  into  the  hands  of  Lord  Baltimore  ;  Mason 
and  Uixon's  Line. 

I.  REFERENCES. 

Scudder,  pp.  120-122  ;  Higginson's  Young  Folks,  pp. 
121-123;  Coffin's  Old  Times  in  the  Colonies,  pp.  293- 
296;  Richardson,  pp.  119-121;  Anderson,  pp.  81-84; 
Montgomery,  pp,  101-106  ;  Eggleston's  United  States, 
pp.  62-67  ;  Scudder's  Short  History,  pp.  67-71  ;  Classic 
Readings,  No.  9,  pp.  22-28;  Ellis,  I.,  pp.  138-143; 
Eggleston's  United  States,  pp.  50-52. 

II.     SPECIAL    TOPICS. 

Maryland's  Charter,  Anderson,  p.  81  ;  The  Settlement 
of  St.  Mary's,  Montgomery,  p.  102  ;  The  Two  Calverts, 
Dodge's  Stories  of  American  History,  pp.  40-45. 

III.     OUTSIDE  READINGS. 

History:  The  Settlement  of  Maryland,  Morris's  Half 
Hours,  I.,  pp.  138-145  ;  Winsor's  History  of  America, 
III.,  pp.  517-553;  Bryant,  I.,  pp.  486-516;  Maryland  in 
1765,  Doyle's  English  Colonies,  pp.  112-132;  Bryant, 
I,,  pp.  490-498  ;  Bancroft,  I.,  pp.  154-176;  Maryland  until 
1688,  Fisher's  Colonial  Era,  chap.  v. 


38  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.     SUGGESTIVE  NOTES. 

We  select  two  proprietary  colonies,  Maryland  and 
Pennsylvania.  We  have  already  said  in  the  suggestive 
notes  on  Virginia  that  Maryland  was  in  the  171!!  century 
made  highly  prosperous  by  growing  tobacco.  The  settle- 
ment of  Maryland  by  the  Catholics,  and  her  refusal  to 
ratify  the  Articles  of  Confederation  until  the  extravagant 
claims  of  several  other  colonies  to  the  Northwest  Terri- 
tory had  been  given  up,  make  the  position  of  this  colony 
in  the  "  Original  Thirteen "  one  of  some  prominence. 
We  recommend  for  teachers'  reading  Browne's  Maryland 
(American  Commonwealth  Series). 

PENNSYLVANIA   (1681). 

What  to  Teach:  Charles  Second's  Grant  to  William 
Penn  ;  Penn's  Holy  Experiment  ;  Emigration  to  Penn- 
sylvania ;  Penn,  the  Proprietor,  takes  Possession ;  The 
Government  of  the  Colony ;  Penn's  Treaty  with  the 
Indians ;  Philadelphia's  Rapid  Growth  ;  Penn  and  his 
Province. 

I.     REFERENCES. 

Coffin's  Old  Times  in  the  Colonies,  pp.  297-302  ;  An- 
derson, pp.  93-96;  Scudder,  pp.  110-115;  Eggleston's 
First  Book,  pp.  59-67  ;  Montgomery,  pp.  88-90,  116-119  ; 
Ellis,  I.,  pp.  183-190  ;  Classic  Readings,  No.  9,  pp.  40— 
45;  Monroe,  pp.  114-123;  Higginson's  Young  Folks, 
pp.  101-104;  Barnes,  pp.  60-62;  Richardson,  pp.  122- 
125;  Gilman  II.,  pp.  81-83,  89-92;  Eggleston's  United 
States,  pp.  57-60. 


THE    TEXT-BOOK  39 

II.    SPECIAL    TOPICS. 

Mason  and  Dixon's  Line,  Johnston,  p.  35  ;  George  Fox, 
Scudder,  .p.  106  ;  William  Penn,  Eggleston's  First  Book, 
p.  59  ;  William  Penn's  Manner  of  Living  in  America, 
Coffin's  Old  Times  in  the  Colonies,  pp.  301,  302  ;  The 
Quakers,  Dodge's  Stories  of  American  History,  pp.  46-51. 

III.  OUTSIDE    READINGS. 

History :  The  Quakers,  Coffin's  Old  Times  in  the  Colo- 
nies, pp.  216-223  i  Appleton's  Cyclopaedia  of  American 
Biography,  IV.,  pp.  712-715  ;  Bancroft,  I.,  pp.  552—573  ; 
The  City  of  Brotherly  Love,  Smith's  Stories  of  Persons 
and  Places,  pp.  262-277;  Winsor's  History  of  America, 
III.,  pp.  469-495;  Morris's  Half  Hours,  I.,  pp.  193-203; 
Pennsylvania  and  Delaware  in  1765,  Doyle's  English  Col- 
onies, pp.  227-263  ;  Pennsylvania  until  1688,  Fisher's 
Colonial  Era,  chap.  xi. 

Biography:  Lee£  Shepard's  Daring  Deed  Series  (Penn). 

IV.  SUGGESTIVE     NOTES. 

The  Quaker  Colony  and  Keystone  State  is  full  of  inter- 
est. William  Penn's  work  has  had  a  great  influence  upon 
the  history  of  the  United  States.  "  Penn's  Holy  Experi- 
ment," and  the  relations  of  the  Quakers  with  the  Indians, 
are  especially  important. 

GEORGIA  (1733). 

What  to  Teach:  Oglethorpe,  the  General  and  Philan- 
thrcpLt ;  The  Two  Reasons  for  Colonizing  Georgia ; 


4O  A    PATHFINDER    IN    AMERICAN    HISTORY 

First  Settlement  at  Savannah  ;  Silk  Culture  ;  The  Impor- 
tation of  Rum  and  Slavery  Prohibited  ;  The  Wesleys  and 
Whitefield  ;  War  with  the  Spaniards. 

I.  REFERENCES. 

Montgomery,  pp.  120-124;  Coffin's  Old  Times  in  the 
Colonies,  pp.  350-356  ;  Richardson,  pp.  125-128;  Ander- 
son, pp.  103-106  ;  Scudder,  pp.  126,  127  ;  Higginson's 
Young  Folks,  pp.  127-130;  Eggleston's  United  States, 
pp.  62-67;  Barnes,  pp.  65,  66  ;  Bancroft,  II.,  pp.  281-291. 

II.     SPECIAL   TOPICS. 

Oglethorpe  and  the  Indians,  Richardson,  p.  127  ;  Ogle- 
thorpe's  Two  Motives,  Montgomery,  pp.  120,  121;  The 
Wesleys,  Hildreth,  II.,  p.  369;  Bancroft,  II.,  p.  288; 
Settlement,  Barnes's  Brief,  p.  76. 

III.  OUTSIDE   READINGS. 

History:  Winsor's  History  of  America,  V.,  pp.  357-392  ; 
Ellis,  I.,  pp.  250-267  ;  Bryant,  III.,  pp.  140-169;  Georgia 
in  1765,  Doyle's  English  Colonies.,  pp.  197—205  ;  Hil- 
dreth, II.,  pp.  362-371  ;  Georgia  from  Settlement  to  1756, 
Fisher's  Colonial  Era,  chap.  xx. 

Poetry:  The  Old  Thirteen  (Pratt,  I.),  Brooks. 

IV.  SUGGESTIVE   NOTES. 

The  philanthropic  work  of  Oglethorpe  and  his  motives 
in  colonizing  Georgia  are  noteworthy.  The  date  of  this 
last  English  settlement  along  the  Atlantic  coast  is  a  land- 
mark, and  should  be  fixed  in  the  pupil's  memory. 


THE    TEXT-BOOK  41 

We  have  already  given  our  reason  for  selecting  only 
seven  of  the  thirteen  original  colonies.  We  think  these 
will  amply  suffice  to  give  grammar-school  children  definite 
ideas  as  to  our  colonial  history  prior  to  the  Last  French 
War  and  the  Revolution.  In  Part  I.  we  emphasized  the 
value  of  teaching  local  history.  The  history  of  the 
pupil's  own  State  should  be  taught  with  some  minuteness, 
and  so  should  the  history  of  the  immediate  locality  of  the 
school.  In  this  way  the  children  may  be  interested  in 
local  institutions  and  may  be  led  to  some  slight  observa- 
tion at  least  of  the  play  of  political  forces  in  their  own 
town,  county,  and  State.  Much  of  this  teaching  in  local 
history,  however,  should  precede  the  text-book  stage. 

THE    FRENCH    IN    AMERICA 
THE   FRENCH   REACH   THE   MISSISSIPPI. 

CHAMPLAIN    AND    THE   JESUITS. — CHAMPLAIN    AND    THE 
IROQUOIS. 

I.  REFERENCES. 

Richardson,  pp.  150-153;  Wright's  American  History, 
pp.  273-280;  Scudder,  pp.  51-54;  Morris's  Half  Hours, 
I.,  pp.  171,  172  ;  Bancroft,  I.,  pp.  18-21,  and  II.,  pp.  138, 
!39- 

II.     SPECIAL   TOPICS. 

Champlain  and  the  Hurons,  Drake's  Making  of  New 
England,  pp.  41-43  ;  Champlain  and  the  Iroquois,  Drake's 
Making  of  New  England,  pp.  44-46. 


42  A    PATHFINDER    IN    AMERICAN    HISTORY 

III.  OUTSIDE   READINGS. 

History:  Champlain  and  his  Associates,  Classic  Read- 
ings, No.  6 ;  Champlain  on  the  War  Path,  Higginson's 
Young  Folks'  Series,  No.  6;  Higginson's  American 
Explorers,  pp.  269-278  ;  Parkman's  Pioneers  of  France, 
pp.  310-324;  Morris's  Half  Hours,  I.,  pp.  172-182; 
Champlain  and  the  Jesuits,  Higgir.son's  United  States, 
pp.  123-136  ;  Champlain  and  the  Iroquois,  Parkman's  Pio- 
neers of  France,  pp.  310-387  ;  The  Iroquois  and  the 
Hurons,  Parkman's  Jesuits  in  North  America,  pp.  336- 
348 ;  The  Ruin  of  the  Hurons,  Parkman's  Jesuits  in 
North  America,  pp.  378-386 ;  Winsor's  History  of  Amer- 
ica, pp.  103-130. 

Fiction  :   Romance  of  Bollard,  Catherwood. 

IV.  SUGGESTIVE   NOTES. 

In  1534,  Cartier,  sailing  into  the  Gulf  of  St.  Lawrence, 
landed  and  took  possession  of  the  country  in  the  name 
of  the  French  king.  The  next  year  he  went  up  the  St. 
Lawrence  and  spent  the  winter  on  its  banks.  After  that 
the  fur  trade  and  the  fisheries  tempted  French  adven- 
turers and  explorers  to  the  inhospitable  icebound  coast ; 
but  for  nearly  a  century  nothing  of  note  was  clone  by  any 
of  these  hardy  men.  In  1603,  however,  Samuel  de  Cham- 
plain,  deservedly  called  the  "  Father  of  New  France," 
came  to  America,  and  five  years  later  ascended  the 
St.  Lawrence,  where  he  planted  the  first  permanent 
French  colony  in  the  New  World.  This  important  work 


THE    TEXT-BOOK  43 

of  Champlain  we  take  up  in  connection  with  that  done 
by  Father  Marquette  and  other  Jesuits  and  La  Salle. 
Chronologically,  Champlain  seems  to  be  out  of  place 
here.  He  should  be  considered  at  this  point,  however, 
because  he  is  the  earliest  representative  of  the  French  in 
the  vigorous  extension  of  their  claims  over  the  vast 
regions  watered  by  the  St.  Lawrence,  the  Mississippi, 
and  their  tributaries.  His  work  was  great,  but  in  joining 
the  enemies  of  the  Iroquois  he  made  a  mistake  that  was 
fatal  to  the  future  growth  of  French  interests  in  America. 
The  Iroquois  occupied  a  strong  position  near  the  head 
of  the  Mohawk  Valley,  and  thus  controlled  one  of  the 
great  pathways  to  the  interior  of  the  continent.  They 
lay,  therefore,  in  the  route  the  French  would  naturally 
take  in  reaching  the  Mississippi  Valley  from  the  St. 
Lawrence.  If  the  French  could  only  have  secured  the 
Mississippi  as  they  did  the  St.  Lawrence  their  chance 
for  getting  undisputed  possession  of  North  America 
would  have  surpassed  that  of  any  other  European  nation 
on  the  continent.  Having  incurred  the  hostility  of  the 
Iroquois,  however,  they  were  obliged  to  make  their  slow 
and  toilsome  way  up  the  Ottawa  and  north  of  the  Great 
Lakes,  in  order  to  effect  an  entrance  into  the  Mississippi 
Valley.  Before  this  could  be  done  the  seventeenth  cen- 
tury was  growing  old,  and  all  the  while  the  English 
colonies  skirting  the  Atlantic  coast  were  increasing  in 
numbers  and  strength.  Father  Marquette  sailed  down 
the  Mississippi  in  1673,  two  >'ears  before  King  Philip's 


44  A    PATHFINDER    IN    AMERICAN    HISTORY 

War  and  Bacon's  rebellion,  and  nine  years  later  the 
brave  La  Salle  set.  up  near  the  mouth  of  that  mighty 
stream  a  column  bearing  the  arms  of  the  French 
Monarch. 

The  journals  of  the  untiring  and  earnest  Jesuit  mis- 
sionaries have  been  of  great  value  to  the  annalist  of 
these  early  times.  We  also  call  especial  attention  to 
our  brilliant  historian,  Francis  Park  man,  whose  work  in 
connection  with  the  struggle  between  France  and  Eng- 
land for  the  possession  of  America  is  without  a  rival. 


THE    JESUITS. FATHER    MARQUETTE. 

I.  REFERENCES. 

Richardson,  pp.  154,  155  ;  Daniel  Boone  (American 
Pioneers  and  Patriots  Series),  pp.  75-78;  Bryant,  II., 
PP-  5°3-510;  Montgomery,  pp.  124-126;  Anderson,  pp. 
39-41  ;  The  Mississippi  Valley,  Classic  Readings,  No.  5, 
pp.  29-42. 

II.     SPECIAL   TOPICS. 

Marquette  and  the  Indians,  Classic  Readings,  No.  5, 
pp.  36,  37  ;  Their  Loss  of  Power,  D'Anvers's  Heroes  of 
American  Discovery,  pp.  150,  151  ;  Loyola,  the  founder 
of  the  Jesuits,  Gilman  L,  pp.  7-11. 

III.    OUTSIDE   READINGS. 

History:  Bancroft,  II., pp.  152-159;  D'Anvers's  Heroes 
of  American  Discovery,  pp.  129-133. 


THE    TEXT-BOOK  45 

LA    SALLE. 
I.     REFERENCES. 

Bancroft,  II.,  pp.  159-174;  Bryant,  II.,  pp.  510-521  ; 
Montgomery,  pp.  126,  127;  Classic  Readings,  No.  5; 
Wright's  American  History,  pp.  322-330;  Anderson,  pp. 
42,-  43  ;  Richardson,  pp.  155-157- 

II.     SPECIAL   TOPICS. 

La  Salle's  Trials,  Sheldon-Barnes,  p.  89;  La  Salle's 
Death,  Classic  Readings,  No.  5,  pp.  47,  ,48  ;  The  French 
and  the  Indians,  Wright's  American  History,  pp.  329,330; 
The  Successor  of  Joliet  and  Marquette,  Montgomery,  pp. 
126,  127. 

m.     OUTSIDE    READINGS. 

History:  Parkman's  La  Salle,  pp.  1-12,  131-187,  263- 
268,322-408;  Bancroft,  II.,  pp.  159-174;  Wright's  Ameri- 
can History,  pp.  316-330;  Hildreth,  II.,  pp.  113-117; 
Drake's  Making  of  the  Great  West,  pp.  93-1 1 7  ;  The  French 
discover  the  Northwest,  Hinsdale's  Old  Northwest,  pp. 
21-38. 

Fiction:  Story  of  Tonty,  Catherwood. 

II.     THE    LAST    FRENCH    WAR   (1754-1763). 

What  to  Teach:  Preparations  made  by  the  French  ;  The 
Ohio  Company ;  Washington's  Perilous  Journey ;  The 
Fighting  begins;  The  Albany  Convention. 


46  A    PATHFINDER    IN    AMERICAN    HISTORY 

I.     REFERENCES. 

Montgomery,  pp.  131-135;  Richardson,  pp.  157-160; 
Coffin's  Old  Times  in  the  Colonies,  pp.  368-373  ;  Ander- 
son, pp.  106-110;  Irving-Fiske,  pp.  64-66;  Ellis,  I.,  pp. 
282-289;  Bryant,  III.,  pp.  255-261;  Higginson's  Young 
Folks,  pp.  142-152. 

II.     SPECIAL   TOPICS. 

Washington's  Journey,  Sheldon -Barnes,  p.  104  ;  Wash- 
ington's Great  Danger,  Cooke's  Old  Dominion,  pp.  115- 
119;  The  Albany  Convention,  Higginson's  Young  Folks, 
p.  151  ;  Franklin's  Plan  of  Union,  Frothingham's  Rise  of 

the  Republic,  pp.  142-144. 
v 

III.     OUTSIDE   READINGS. 

History:  The  PVench  colonize  the  Northwest,  Hins- 
dale's  Old  Northwest,  pp.  38-55  ;  Beginning  of  a  Great 
Struggle,  Coffin's  Old  Times  in  the  Colonies,  pp.  363-373  ; 
George  Washington,  the  Young  Surveyor,  and  Washing- 
ton in  the  Wilderness,  Cooke's  Old  Dominion,  pp.  94-122  ; 
Trouble  in  America  between  England  and  France,  Scud- 
der,  pp.  138-155  ;  The  Hundred  Years'  War,  Higginson's 
United  States,  pp.  169-191  ;  The  Colonies  in  1750,  Fiske's 
War  of  Independence,  pp.  4-26  ;  The  French  Wars  and 
the  First  Plan  of  Union,  Fiske's  War  of  Independence, 
pp;  26-39  5  The  French  and  Indian  Wars,  Hale's  Story  of 
Massachusetts,  pp.  186-237  ?  Washington's  Childhood  and 
Youth,  Irving-Fiske,  pp.  55-64 ;  France  and  England  in 


THE    TEXT-BOOK  47 

America,  Parkman's  Pontiac,  I.,  pp.  46-65  ;  The  French, 
the  English  and  the  Indians,  Parkman's  Pontiac,  I.,  pp.  65— 
95  ;  Collision  of  the  Rival  Colonies,  Parkman's  Pontiac,  I., 
pp.  96-141  ;  The  Combatants,  Parkman's  Montcalm  and 
Wolfe,  I.,  pp.  5-35  ;  Struggle  for  the  Great  Valley,  Win- 
sor's  History  of  America,  V.,  pp.  483-560. 

Biography:  Scudder's  Washington  ;  Benjamin  Franklin, 
Scudder's  Short  History,  pp.  89-102. 

Readings  in  Contemporaneous  History:  Montgomery's 
English  History,  pp.  306-322  ;  Montgomery's  French 
History,  pp.  192-202  ;  Guest's  Handbook  of  English  His- 
tory, pp.  522-531  ;  Towle's  History  of  England,  pp.  268- 
279>  299-3°5- 

IV.     SUGGESTIVE   N6TES. 

There  was  almost  continuous  fighting  between  the  Eng- 
lish and  the  French  colonists  in  America  from  1689  to 
1763.  It  would  be  a  culpable  waste  of  time  to  enter  upon 
a  detailed  study  of  all  these  intercolonial  wars  in  the 
class-room.  Only  the  last  one  has  any  special  significance 
for  the  grammar-school  pupil  in  the  study  of  American 
history.  Certainly,  an  intelligent  appreciation  of  the 
causes  of  this  war  and  the  spirit  in  which  it  was  fought 
will  be  quite  sufficient  to  explain  the  bitterness  of  feeling 
between  the  French  and  English  in  Europe  and  America, 
and  the  true  inwardness  of  their  long  struggle  for  suprem- 
acy in  the  New  World.  We  therefore  gladly  omit  any 
detailed  reference  to  these  intercolonial  wars,  but  we 


48      •      A    PATHFINDER    IN   AMERICAN    HISTORY 

have  covered  some  of  the  ground  in  our  outside  readings. 
Pupils  will  —  some  of  them  at  least  —  enjoy  reading 
about  these  wars.  The  events  were  stirring,  and  abounded 
in  thrilling  episodes  characteristic  of  Indian  warfare.  The 
teacher,  then,  may  well  spend  a  short  time  in  referring  to 
these  wars  and  in  speaking  of  the  outside  readings,  espe- 
cially those  found  in  Parkman's  books.  Think  of  the 
time  it  would  take  to  learn  all  the  details  that  some  of  our 
well-known  and  widely  used  text-books  give  when  treating 
of  wars  !  How  long  is  rubbish  like  this  remembered  ? 
Of  what  value  is  it  ?  When  we  consider  the  time  wasted 
in  teaching  the  thousand  and  one  worthless  details  of 
raids  and  skirmishes,  campaigns  and  battles,  that  could 
be  pointed  out  in  an  average  text-book  on  history,  we  are 
moved  with  sympathy  for  the  children  who  are  the  victims 
of  these  unscientific  methods  and  with  indignation  against 
the  promoters  of  this  false  system.  Such  a  waste  of  valu- 
able time  and  energy  is  severely  to  be  censured.  We  find 
in  a  history  used  in  some  of  the  best  schools  in  this  land 
a  more  or  less  detailed  reference  to  nearly  one  hundred 
engagements  of  the  Civil  War,  and  in  some  schools  —  we 
trust  the  number  is  now  small  —  the  children  are  expected 
to  cram  all  this  verbiage,  page  by  page,  paragraph  by  par- 
agraph, almost  or  quite  word  by  word.  This  is  what  we 
call  the  sledge-hammer  process  of  driving  home  facts. 
This  is  drilling  with  a  vengeance,  but  it  is  stultifying  and 
leaves  little  or  no  educational  value  behind.  Nor  are 
teachers  altogether  at  fault.  The  great  majority  of  them 


THE    TEXT-BOOK  49 

are  enthusiastic  in  their  work  and  cheerfully  do  all  in 
their  power  for  the  young  people  committed  to  their 
charge.  But  they  are  required  to  teach  a  certain  text- 
book in  United  States  history,  and  are  expected  to  pre- 
pare for  examinations  at  stated  intervals.  In  many  schools 
nothing  is  said  to  them  about  omitting  anything.  The 
teacher  knows  that  the  success  of  her  work  will  be  meas- 
ured by  the  results  of  these  examinations.  She  does  not 
wish  to  lose  her  position.  She  fears  that  questions  may 
be  asked  on  the  very  thing  she  omits.  So  she  omits  noth- 
ing, and  requires  the  pupil,  anaconda-like,  to  swallow  the 
text-book  whole.  The  child  gets  more  text-book  than 
history,  and  we  use  words  without  meaning  when  we  call 
such  work  studying  history. 

That  a  boy  may  have  an  intelligent  knowledge  of  the 
place  in  history  of  any  war,  he  should  thoroughly  under- 
stand its  causes,  the  spirit  in  which  it  was  carried  on, 
and  its  most  significant  results.  The  causes  and  results 
of  wars  are  great  forces  in  making  history,  and  it  is 
these  forces  that  an  intelligent  student  of  history  must 
comprehend.1  It  is  necessary  to  teach  only  enough  of 
campaigns  and  battles  to  show  the  real  character  of  the 
struggle.  The  drum-and-trumpet  method  of  teaching  his- 
tory is,  happily,  of  late,  giving  way  to  a  careful  inquiry  into 
the  working  of  the  great  industrial  agencies  that  make 
commerce  and  develop  national  resources. 

1  Of  course  we  have  in  mind  here  children  of  immature  minds,  and  we  do  not 
expect  them  to  grasp  the  philosophy  of  history  in  all  its  depth  and  breadth.  His- 
torical events  mean  far  more  to  our  readers  at  this  time  than  they  did  ten  years  ago. 


50  A    PATHFINDER    IN    AMERICAN    HISTORY 

"  The  preparations  made  by  the  French "  and  the 
"Ohio  Company"  should  be  studied  minutely.  What 
led  to  the  preparations  ?  What  were  the  grounds  upon 
which  the  French  and  English  alike  laid  claim  to  the 
disputed  territory  ?  Let  the  pupils  go  in  imagination 
with  brave  young  Washington  on  his  perilous  journey. 
The  more  intimately  they  can  be  led  to  know  him,  the 
better.  He  will  inspire  them  to  nobler,  truer  living. 
The  Albany  convention  should  be  regarded  as  another 
step  toward  federal  union. 

What  to  Teach:  Plans  for  the  year  1775;  Braddock's 
Defeat ;  Expulsion  of  the  Acadians. 

I.  REFERENCES. 

Richardson,  pp.  161-166;  Barnes,  pp.  75-78;  Smith's 
Stories,  of  Persons  and  Places,  pp.  42-46  ;  Bryant,  III., 
pp.  263-270;  Coffin's  Old  Times  in  the  Colonies,  pp. 
380-388;  Ellis,  I.,  pp.  293-296;  Anderson,  pp.  111—113; 
Irving-Fiske,  pp.  85-93  ;  Dodge's  Stories  of  American 
History,  pp.  52-59. 

II.     SPECIAL  TOPICS. 

Braddock's  Egotism,  Cooke's  Old  Dominion,  pp.  123- 
125;  Braddock  and  Franklin,  Irving-Fiske,  p.  75;  Brad- 
dock's  Difficulties,  Irving-Fiske,  pp.  78,  79  ;  Loyalty  of 
the  Acadians  to  the  French,  Drake's  Taking  of  Louis- 

burs,  PP-  33-36- 

III.     OUTSIDE   READINGS. 

History:  Incompetent  and  Cowardly  Generals,  Coffin's 
Old  Times  in  the  Colonies,  pp.  408-436 ;  Braddock's  De- 


THE   TEXT-BOOK  5  I 

feat,  Irving-Fiske,  pp.  68-96  ;  Two  Civilizations,  Coffin's 
Old  Times  in  the  Colonies,  pp.  421-436;  Braddock's 
Defeat,  Classic  Readings,  No.  7 ;  Braddock  and  His 
Sash,  Cooke's  Old  Dominion,  pp.  123-139;  Expulsion  of 
Acadians,  Coffin's  Old  Times  in  the  Colonies,  pp.  374-388, 
Morris's  Half  Hours,  I.,  pp.  333-343 ;  Braddock,  Park- 
man's  Montcalm  and  Wolfe,  I.,  pp.  187-233  .;  The  Aca- 
dians, Parkman's  Montcalm  and  Wolfe,  I.,  pp.  234-284 ; 
Fort  William  Henry,  Parkman's  Montcalm  and  Wolfe, 
I.,  pp,  474-513,  Bryant,  III.,  pp.  262-281  ;  Drake's  Tak- 
ing of  Louibburg;  Bancroft,  II.,  pp.  412-434. 

Biography  :  Lossing's  Mary  and  Martha  Washington. 

Poetry:  Evangeline  (the  Acadians),  Longfellow. 

Fiction:  Leather  Stocking  Tales,  Cooper;  The  Vir- 
ginians (Braddock),  Thackeray. 

IV.     SUGGESTIVE   NOTES. 

In  the  study  of  1755,  the  character  of  Braddock  and 
Franklin  should  claim  considerable  attention.  Longfel- 
low's "  Evangeline  "  may  well  be  read  in  connection  with 
the  Acadians,  although  it  is  not  historically  accurate. 
For  a  reliable  account  of  the  attitude  of  the  Acadians 
toward  the  French  and  the  English,  the  outside  reading 
in  Parkman's  "  Montcalm  and  Wolfe "  should  be  con- 
sulted. We  also  make  particular  mention  of  Cooper's 
novels  as  containing  vivid  and  graphic  presentations  of 
the  character  of  the  contest. 


52  A    PATHFINDER    IN    AMERICAN    HISTORY 

cide  whether  France  or  England  should  become  a  great 
world-power.  Disaster  after  disaster  fell  like  thunder- 
bolts upon  Britain's  armies.  The  English  government, 
weak  and  puerile,  sent  to  America  generals  shamefully 
inefficient. 

Braddock,  London,  Abercrombie,  and  Webb  were  the 
pygmies  matched  against  the  giant  warrior  Montcalm, 
and  the  year  1758  had  not  reached  its  close  when  Eng- 
land's cause  was  brought  to  the  verge  of  ruin.  The 
French  flag  waved  triumphant  from  Louisiana  to  the 
St.  Lawrence.  Dark  as  midnight  was  the  outlook  for 
England,  and  English  statesmen  became  gloomy  and 
despondent.  Walpole  said,  "  It  is  time  for  England  to 
slip  her  cables  and  float  away  into  some  unknown  ocean." 
Even  the  phlegmatic  Chesterfield  exclaimed  with  bitter- 
ness, "  We  are  no  longer  a  nation." 

At  this  critical  hour  there  came  to  the  front  one  of 
the  noblest  figures  in  English  History,  the  Great  Com- 
moner William  Pitt.  He  was  truly  a  heroic  figure.  "  No 
man,"  said  a  soldier  of  the  time,  "ever  entered  Mr.  Pitt's 
closet  without  coming  out  a  braver  man."  "  England  has 
been  a  long  time  in  labor,"  said  Frederick  of  Prussia, 
"but  she  has  at  last  brought  forth  a  man."  Mr.  Pitt 
loved  England  as  fondly  as  he  loved  his  own  life,  and  he 
was  willing  to  rise  or  fall  with  her.  But  he  was  not  the 
man  to  think  of  falling.  He  said,  "  I  can  save  England, 
and  I  am  the  only  man  that  can."  He  did  save  England. 
He  infused  his  own  lofty  spirit  into  the  people.  He 


THE    TEXT-BOOK  53 

chose  generals,  not  because  of  their  reputation  and 
experience,  but  because  of  the  genius  he  believed  them 
to  have,  and  then  sent  them  forth,  inspired  with  his 
enthusiasm  and  believing  with  him  that  England  must 
conquer.  Victory  was  assured.  Everywhere  were  the 
British  arms  gloriously  successful,  and  in  1758-59,  years 
big  with  events  of  transcendent  interest  to  the  world, 
England  laid  the  foundation  of  her  imperial  grandeur. 
"In  Germany,"  said  Pitt,  "I  shall  conquer  America." 
With  this  in  view  he  allied  himself  with  the  great 
Frederic,  and  thus  contributed  to  the  overthrow  of  Eng- 
land's hated  rival,  France.  With  the  aid  of  Clive  at 
Plassey  he  established  British  rule  in  India,  and  by 
sending  the  invincible  Wolfe  to  Quebec  he  struck  the 
blow  that  humbled  France  and  drove  her  from  North 
America.  In  1758116  found  England  a  weak  nation;  in 
1760  he  had  made  her  a  great  empire.1 

What  to  Teach:  Invasion  of  Canada;  Capture  of 
Ticonderoga  and  Crown  Point ;  Capture  of  Quebec. 

I.     REFERENCES. 

Coffin's  Old  Times  in  the  Colonies,  pp.  441-447  ; 
Anderson,  pp.  108-111  ;  Richardson,  pp.  171,  172;  Mon- 
roe, pp.  174-178  ;  Ellis,  I.,  pp.  304-315  ;  Parkman's 
Montcalm  and  Wolfe,  II.,  pp.  184-190,  259-297  ;  Bryant, 
III.,  pp.  304-311;  Bancroft,  II.,  pp.  503-512;  Irving- 

1  For  a  good  brief  account  of  William  Pitt  and  England  we  refer  the  teacher  to 
Green's  "  History  of  the  English  People,"  IV.,  pp.  163-190. 


54  A    PATHFINDER    IX    AMERICAN"    HISTORY 

Fiske,    pp.    116-122  ;    Smith's    Stories   of    Persons    and 
Places,  pp.  72-80. 

II.     SPECIAL   TOPICS. 

Wolfe,  Parkman's  Montcalm  and  Wolfe,  pp.  58,  184, 
188  ;  Wolfe  on  the  Eve  of  Battle,  Ellis,  I.,  p.  311. 

III.  OUTSIDE   READINGS. 

History:  The  Destiny  of  an  Empire,  Coffiivs  Old  Times 
in  the  Colonies,  pp.  437-453  ;  Capture  of  Quebec,  Mor- 
ris's Half  Hours,  I.,  pp.  355-368,  Rossiter  Johnson's 
Old  French  War,  pp.  319-360;  Pitt,  Parkman's  Mont- 
calm  and  Wolfe,  II.,  pp.  38-51  ;  Wolfe,  Parkman's  Mont- 
calm  and  Wolfe,  II..  pp.  181-194;  The  Heights  of  Abra- 
ham, Parkman's  Montcalm  and  Wolfe,  II.,  pp.  259-297; 
Quebec  in  Intercolonial  and  Revolutionary  Wars,  Lossing's 
Field  Book  of  the  Revolution,  I.,  pp.  184-213. 

Fiction:  With  Wolfe  in  Canada,  Henty. 

IV.  SUGGESTIVE  NOTES. 

In  our  last  suggestive  notes  \ve  briefly  referred  to  the 
great  work  of  William  Pitt  for  England.  In  passing 
abruptly  from  1755  to  1759.  it  will  be  necessary  for  the 
teacher  to  give  the  class  some  conception  of  the  changes 
brought  about  in  the  military  situation  during  the  inter- 
vening years.  This  can  be  very  easily  done,  as  it  is  not  a 
matter  of  serious  import.  We  are  not  training  the  chil- 
dren for  military,  but  for  civil  life ;  we  are  preparing  them 
not  for  the  camp,  but  for  the  plain  every-day  duties  of 
peaceful,  industrious  citizenship. 


THE    TEXT-BOOK  55 

The  frail,  delicately  constituted  Wolfe  is  a  picturesque 
character,  and  cannot  but  touch  the  chivalrous  instincts  of 
boys  and  girls.  The  story  of  his  great  victory  at  Quebec 
may  well  be  dwelt  upon,  as  it  is  highly  suggestive  of  what 
a  brave,  patient  man  can  do  when  the  fates  seem  to  be 
overwhelmingly  against  him. 

The  fall  of  Quebec  ushered  in  another  epoch  in  Ameri- 
can history.  But  before  beginning  our  study  of  this 
epoch  let  us  pause  to  notice  some  conspicuous  facts  in 
the  life  and  character  of  the  French  and  the  English 
colonists.  These  facts  may  enable  us  better  to  understand 
why  English  rather  than  French  arms  prevailed  in  1763. 

At  the  very  outset,  as  heretofore  noticed,  the  French 
got  undisputed  possession  of  the  St.  Lawrence,  which 
gave  them  an  overwhelming  advantage  in  establishing 
themselves  on  the  continent.  Besides,  they  showed  a 
better  instinct  than  the  English  for  political  geography  ; 
for  while  the  English  settlers  were  satisfied  to  remain 
stationary  between  the  Alleghanies  and  the  Atlantic,  the 
French  fur  traders  and  missionaries  were  slowly  but  per- 
sistently pushing  their  way  toward  the  Mississippi,  the 
second  great  pathway  to  the  interior.  They  showed  more 
tact  than  the  English  in  managing  the  Indians.  They 
joined  the  Indians  in  their  sports,  came  into  close  touch 
with  their  every-day  life,  and  intermarried  with  them. 
The  French  policy  was  to  build  up  an  extensive  fur  trade 
with  the  natives,  and  to  form  among  them  dependencies 
of  the  mother  country,  with  a  few  Frenchmen  as  leaders. 


56  A    PATHFINDER    IN    AMERICAN    HISTORY 

They  naturally,  then,  maintained  more  friendly  relations 
with  the  savages  than  did  the  English,  who  desired  to 
establish  homes  and  enjoy  the  exclusive  use  of  the  land. 
The  French  were  also  more  centralized  and  compact  in 
their  colonial  government.  At  the  beginning  of  the  Last 
French  War  the  English  colonists  in  America  outnumbered 
the  French  fifteen  to  one.  Notwithstanding  this  inequality 
in  point  of  numbers,  however,  the  French  were  for  some 
years  more  than  a  match  for  the  English.  The  reason  is 
largely  found  in  their  superior  organization.  Many  of 
the  thirteen  English  colonies  were  continually  wrangling 
with  their  royal  governors,  and  each  was  by  no  means 
eager  to  outdo  its  neighbors  in  the  supplies  of  men  and 
money  sent  into  the  field.  They  were,  in  fact,  thirteen 
petty,  selfish  provinces,  ten  times  weaker  than  they  would 
have  been  if  compactly  organized  and  well  united. 

The  English  were,  from  the  first,  unfortunate  in  their 
location.  The  French  were  in  control  of  the  waterway 
of  the  north ;  the  Spanish  were  in  possession  of  the 
natural  marine  fortress  formed  by  the  mediterranean 
region  of  the  south  ;  while  the  Dutch  and  the  Iroquois 
prevented  the  English  from  making  use  of  the  Hudson 
and  Mohawk  Rivers,  which  formed  the  third  gateway  to 
the  interior.1  The  New  England  group  of  colonies  found 
dense  forests  and  a  rocky  soil  thickly  covered  with  glacial 

1  It  is  not  easy  to  realize  the  difficulty  of  penetrating  the  interior.  Besides  the 
three  river  valleys  named  above,  the  James  River  and  the  Susquehanna  also  furnished 
gateways  through  the  mountains. 


THE    TEXT-BOOK  57 

deposits.  The  Indians  could  not  be  easily  enslaved  and 
made  to  do  the  white  man's  work  as  could  those  living  in 
Mexico,  the  West  Indies,  and  South  America.  On  the 
contrary,  the  natives  of  the  north  were  engaged  in  hunting 
and  endless  righting  with  each  other,  and  were,  therefore, 
by  nature  prepared  to  wage  relentless  war  with  a  people 
who  seemed  intent  upon  driving  them  from  their  hunting 
grounds. 

In  the  earliest  days  of  the  English  settlements,  —  at  the 
time  when  they  had  to  struggle  hardest  for  food  and 
shelter,  —  the  mother  country  left  them  alone  to  suffer 
and  die.  But  for  maize  their  lot  would  have  been  still 
harder  to  bear.  Its  culture  presented  many  advantages. 
It  not  only  yielded  more  per  acre  than  small  grains,  but 
it  was  much  more  easily  cultivated.  In  order  to  get  a 
crop  of  maize  it  was  necessary  only  to  girdle  the  trees, 
and  dig  up  the  earth  beneath  them.  This  simple  method 
the  whites  learned  from  the  Indians.  The  influence  of 
maize  in  preserving  the  lives  of  the  English  settlers  cannot 
easily  be  overestimated.  The  French  settlements  were 
north  of  the  maize  belt,  otherwise  the  history  of  America 
might  have  been  different.1  While  the  early  English  set- 
tlers were  left  by  the  mother  country  to  struggle  alone, 

1  On  pp.  xiii  ar.d  xiv  of  the  Introduction  to  vol.  iv.  of  Winsor's  "  Narrative  and 
Critical  History  of  America,"  Professor  Shaler,  in  a  most  suggestive  article  entitled 
"  Physiography  of  North  America,"  discusses  .  this  and  kindred  subjects  more 
minutely  than  we  can  here.  The  entire  article  should  be  carefully  studied  by  teach- 
ers of  American  history.  The  physical  conditions  of  a  country  are  explanatory  of 
much  oi  fts  history.  We  are  willing  to  repeat  ourselves  on  this  subject,  because  we 
believe  too  little  is  made  of  it  by  teachers. 


58  A    PATHFINDER    IN    AMERICAN    HISTORY 

France  was  lavish  in  the  help  extended  to  her  colonists. 
This  difference  in  treatment  at  the  hands  of  the  mother 
country  will  partly  explain  the  difference  in  the  character 
of  the  settlers  themselves  after  a  century  of  life  in  the 
wilderness.  France  was  ready  to  do  almost  anything  for 
her  colonies.  England,  distracted  by  civil  discord,  left 
hers  to  subdue  wild,  untamed  nature  as  best  they  could. 
France  with  her  paternalism  and  centralization  robbed  her 
colonists  of  that  training  in  self-government  and  manly 
independence  that  the  New  England  Puritans  were  getting 
from  the  peculiar  difficulties  they  were  obliged  to  front. 

We  might  dwell  at  greater  length  upon  the  reasons  for 
French  failure.  We  might  speak  of  their  religious  system, 
of  their  official  corruption,  of  the  "  fickle  and  extravagant  " 
character  of  Louis  XIV.,  of  their  demoralizing  system  of 
land  tenure,  and  so  forth  ;  but  we  content  ourselves  with 
merely  mentioning  these  things,  and  expressing  the  hope 
that  the  teacher  may  go  to  Parkman's  "  Old  Regime  in 
Canada"  for  a  full  and  explicit  account.1 

What  to  Teach:  Pontiac's  Conspiracy;  The  Great 
Results  of  the  Last  French  War. 

I.  REFERENCES. 

Wright's  American  History,  pp.  337-347  ;  Scudder,  pp. 
156,  157  ;  Ellis,  I.,  pp.  316—331 ;  Bryant,  III.,  pp.  312- 
315,  327,  328;  Thalheimer's  Eclectic,  pp.  113,  114;  Mont- 
gomery, pp.  137,  138. 

1  Did  space  permit  we  would  call  the  teacher's  particular  attention  to  the  home 
life  in  the  English  colonies  as  contrasted  with  the  life  of  the  French  colonists.  The 
book  just  named  has  many  striking  revelations  to  make  in  this  connection. 


THE    TEXT-BOOK  59 

II.    SPECIAL  TOPICS. 

Allegory  of  the  Delaware,  Parkman's  Pontiac,  I.,  pp. 
204—207  ;  Home  of  Pontiac,  Smith's  Stories  of  Persons 
and  Places,  p.  in  ;  His  Death,  Anderson,  p.  119. 

III.  OUTSIDE    READINGS. 

History:  Speech  of  Pontiac,  Old  South  Leaflets; 
The  Wilderness  and  Its  Tenants  at  Close  of  French 
War,  Parkman's  Pontiac,  I.,  pp.  142—160;  The  Conspiracy, 
Parkman's  Pontiac,  I.,  pp.  172—211  ;  Death  of  Pontiac, 
Parkman's  Pontiac,  II.,  pp.  200-244;  Winsor's  History 
of  America,  VI.,  pp.  685-704;  Bryant,  III.,  pp.  312-328. 

Biography:  Pontiac,  D'Anvers's  Heroes  of  American 
Discovery,  pp.  209-224. 

IV.  SUGGESTIVE   NOTES. 

Pontiac's  Conspiracy  is  worthy  of  careful  study  on 
account  of  the  light  it  throws  upon  the  history  of  the 
Indian.  We  gladly  call  attention  to  Parkman's  volumes 
on  this  subject. 

CONDITION   OF   THE   COLONIES  JUST   BEFORE   THE 
REVOLUTION. 

What  to  Teach :  Growth  of  the  Country  ;  The  Number 
and  Character  of  the  Population  ;  Industries  and  Trade ; 
Wealth. 

I.  REFERENCES. 

Johnston,  pp.  79-82  ;  Ellis,  I.,  pp.  332-335  ;  Montgom- 
ery, pp.  139-144;  Anderson,  pp.  124-129;  Bryant,  III., 


6O  A    PATHFINDER    IN    AMERICAN    HISTORY 

pp.   329-332;     Sheldon-Barnes,    pp.    125-130;    Dodge's 
Stories  of  American  History,  pp.  60-68. 

II.     SPECIAL   TOPICS. 

Population,  Johnston,  p.  79  ;  Wealth,  Johnston,  p.  80; 
Education,  Barnes's  Brief,  pp.  96.  97 ;  Government, 
Eggleston's  United  States,  pp.  151-154. 

III.     OUTSIDE    READINGS. 

History:  Richardson,  pp.  173-185  ;  Relations  to  Mother 
Country,  Eliot's  United  States,  pp.  150-160;  Colonial 
Development,  Eliot's  United  States,  pp.  137-149. 


THE  REVOLUTION  AND  THE  CRITICAL  PEEIOD 

CAUSES    OF    THE    REVOLUTION 

What  to  Teach :  The  Navigation  Acts  and  American 
Commerce  ;  Smuggling  and  Writs  of  Assistance  ;  George 
III.  and  his  Plan  to  keep  the  Colonies  Obedient  ;  Pat- 
rick Henry  and  the  Stamp  Act ;  The  Stamp  Act  Congress  ; 
The  Stamp  Act  repealed. 

I.  REFERENCES. 

Scudder,  pp.  173-182  ;  Richardson,  pp.  186-191  ;  Shel- 
don-Barnes, pp.  131—138;  Johnston,  pp.  82—86;  Irving- 
Fiske,  pp.  130—134;  Ellis,  I.,  pp.  336-342  ;  Anderson,  pp. 
142-144;  Montgomery,  pp.  149-152. 


THE   TEXT-BOOK  6 1 

II.    SPECIAL  TOPICS. 

Taxation  and  Representation,  Johnston,  p.  64  ;  Patrick 
Henry,  Cooke's  Old  Dominion,  pp.  162,  163  ;  The  Stamp 
Act,  Barnes,  p.  137  ;  Speech  of  Isaac  Barre,  Frothingham's 
Rise  of  the  Republic,  p.  176;  Patrick  Henry's  Eloquence, 
Cooke's  Old  Dominion,  pp.  171,  172  ;  Preparing  for  the 
Revolution,  Doyle's  English  Colonies,  pp.  476-501  ;  The 
Stamp  Act  and  Rebellion,  Weeden's  Economic  and  Social 
History  of  New  England,  pp.  714-729  ;  The  Last  Colonial 
Commerce,  Weeden's  Economic  and  Social  History  of 
New  England,  pp.  745-767  ;  The  Revolution  Impending, 
Winsor's  History  of  America,  VI.,  pp.  1-62. 

III.     OUTSIDE   READINGS. 

History  :  The  Stamp  Act,  Hosmer's  Samuel  Adams,  pp. 
78-109;  Patrick  Henry,  Cooke's  Old  Dominion,  pp.  158- 
180;  Appleton's  Cyclopaedia  of  American  Biography,  III., 
pp.  173-175;  British  Yoke,  Higginson's  United  States, 
pp.  216-240;  The  Stamp  Act  and  the  Revenue  Laws, 
Fiske's  War  of  Independence,  pp.  39-78 ;  Relation  of 
George  III.  and  Parliament  to  the  Colonies,  Lossing's 
Field  Book  of  the  Revolution,  I.,  pp.  457-484;  The  Stamp 
Act  (Its  Text  and  History),  Lossing's  Field  Book  of  the 
Revolution,  II.,  pp.  671-674;  Greene's  Historical  View, 
pp.  1-33;  Bancroft,  III.,  pp.  56-58,  75-106. 

Readings  in  Contemporaneous  History :  Towle's  History 
of  England,  pp.  306-322. 


62  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.    SUGGESTIVE   NOTES. 

It  would  be  quite  wrong  to  suppose  that  our  Revolution 
was  a  struggle  between  two  peoples,  Englishmen  and 
Americans.  It  would  be  equally  erroneous  to  believe 
that  all  its  battles  were  fought  on  American  soil.  George 
Washington,  Samuel  Adams,  Israel  Putnam,  and  a  thou- 
sand other  heroes  who  risked  life  and  fortune  for  their 
country's  honor  were  no  more  daring  and  courageous  in 
defending  the  principles  upon  which  our  independence 
was  established  than  were  Pitt,  Con  way,  and  Barre,  in  the 
House  of  Commons,  or  Camden  and  Shelbourne  in  the 
House  of  Lords.  Bunker  Hill,  Brandywine,  Saratoga, 
and  Yorktown  were  no  more  important  in  deciding  the 
results  of  this  struggle  than  the  great  parliamentary  con- 
tests in  which  the  eloquence  of  Pitt  dealt  staggering  blows 
at  the  royal  prerogative  of  good  King  George.  The  Revo- 
lution in  America  and  the  contemporaneous  revolution  in 
England  —  which  were  in  a  large  measure  one  and  the 
same  wide-spread  movement  —  were  carried  on  by  two 
great  parties,  the  Liberals  and  the  Conservatives.  And  had 
all  the  people  in  England  been  transferred  to  America, 
and  all  Americans  to  England,  the  same  struggle  must 
have  been  inevitable,  for  the  Britons  in  England  and  the 
sons  of  Britons  in  America  were  essentially  the  same  in 
character.  They  inherited  the  same  love  of  freedom,  the 
same  devotion  to  right  and  justice,  the  same  stubborn 
disdain  of  wrong  and  oppression.  Their  common  ances- 


THE   TEXT-BOOK  63 

try  were  those  rugged,  liberty-loving  Anglo-Saxons  who 
had  in  the  olden  days,  before  the  invention  of  the  royal 
prerogative,  exercised  the  boasted  rights  of  freemen  in 
those  primary  assemblies  that  made  and  unmade  royalty 
itself  in  England.  For  many  a  hundred  years  these  hardy 
freemen  had  lived  together  in  England,  until,  in  the  first 
quarter  of  the  xyth  century,  a  part  of  them  left  Old  Eng- 
land and  began  to  plant  institutions  of  their  own  in  the 
New  England  of  America.  In  1763  these  institutions  in 
New  England  had  become  thoroughly  democratic,  while  in 
Old  England  there  was  an  aristocracy  and  a  monarchy  ever 
seeking  new  powers  and  greater  authority.  The  Revolu- 
tion in  America,  then,  was  to  preserve  the  institutions  that 
had  been  created ;  the  revolution  in  England  was  to  re- 
gain the  liberties  that  had  been  lost.  The  American  Rev- 
olution ended  in  1783  ;  the  English  still  goes  on.  The 
reforms  of  1832,  1867,  1884  are  three  of  the  battles  of  this 
great  struggle,  which  may  never  end  until  the  House  of 
Lords  and  English  monarchy  have  given  place  to  a  demo- 
cratic form  of  government.1 

In  the  pre-Revolution  days  of  which  we  now  write  it 
was  universally  conceded  that  any  mother  country  could 
justly  exclude  foreign  nations  from  a  share  in  her  colonial 
trade.  In  accordance  with  the  colonial  system  all  colonies 
were  regarded  as  appendages  of  the  nation  that  had  been 

1  For  an  able  discussion  of  this  subject  we  refer  the  teacher  to  Chamberlain's 
"  The  Revolution  Impending  "  in  Wiusor's  "  Narrative  and  Critical  History  of 
America,"  vi.,  pp.  1-62,  and  Green's  "  History  of  the  English  People,"  iv.,  pp. 
190-262. 


64  A    PATHFINDER    IN    AMERICAN    HISTORY 

instrumental  in  planting  them.  The  laws  of  trade  were 
therefore  made  with  special  reference  to  the  interest  and 
prosperity  of  the  mother  country,  with  little  or  no  regard 
to  their  effect  upon  the  colonies.  England  claimed  the 
right  to  monopolize  the  carrying  trade  of  the  colonies,  to 
exercise  exclusive  control  over  their  raw  materials,  and 
to  furnish  them  with  all  the  manufactured  goods  they 
might  need.  Lord  Sheffield,  impersonating  this  spirit, 
said,  "The  only  use  and  advantage  of  America  or  the 
West  India  Islands  is  the  monopoly  of  their  home  con- 
sumption and  the  carriage  of  their  produce."  The  nat- 
ural result  of  this  malignant  type  of  selfishness  was  an 
effort  to  crush  out  of  existence  every  kind  of  colonial  in- 
dustry that  could  come  into  competition  with  any  form 
of  industry  in  the  mother  country. 

We  cannot  here  discuss  the  mercantile  and  commer- 
cial system,  the  navigation  laws,  the  acts  of  trade, 
nor  the  famous  and  far-reaching  Sugar  Act  of  1733. 
Said  Arthur  Young,  "  Nothing  can  be  more  idle  than  to 
say  that  this  set  of  men,  or  the  other  administration,  or 
that  great  minister,  occasioned  the  American  War.  It 
was  not  the  Stamp  Act,  nor  the  repeal  of  the  Stamp  Act ; 
it  was  neither  Lord  Rockingham  nor  Lord  North,  but  it 
was  that  baleful  spirit  of  commerce  that  wished  to  govern 
great  nations  on  the  maxims  of  the  counter." 

Smuggling  resulted  from  this  vicious  system.  One-half 
the  commercial  world  and  nine-tenths  of  the  colonial 
merchants  were  engaged  in  it.  One-fourth  of  the  signers 


THE    TEXT-BOOK  65 

of  the  Declaration  of  Independence  were  skilfully  trained 
in  this  industry,  which  was  in  all  the  colonies  as  popular 
as  it  was  profitable.  Even  our  worthy  Connecticut  gov- 
ernor, "  Brother  Jonathan,"  approved  of  it;  and  Hancock 
had  made  the  greater  part  of  his  princely  fortune  in  the 
contraband  trade.  The  colonists,  regarding  these  restric- 
tions upon  their  trade  as  cruel,  tyrannical,  and  unjust, 
gloried  in  defying  them.  All  these  laws  were  only  so 
many  "  impertinent  badges  of  slavery,"  and  every  evasion 
of  them  was,  according  to  the  view  of  colonial  merchants 
and  statesmen  alike,  a  manly  blow  for  liberty  and  inde- 
pendence. New  England  colonies  in  particular  were 
compelled  to  choose  between  smuggling  and  gradual 
starvation. 

As  long  as  England  allowed  the  colonies  to  smuggle, 
everything  went  well.  But  when,  at  the  close  of  the  Last 
French  War,  she  decided  to  enforce  the  Sugar  Act  of 
I733,1  the  Revolution  was  not  far  distant.  The  Stamp 
Act  was  the  proverbial  last  straw,  and  was  especially 
odious  to  the  Americans  for  two  reasons  :  i.  It  compelled 
them  to  pay  taxes  without  their  consent,  and  virtually 
enslaved  them.  2.  The  taxes  thus  paid  were  to  be  used 
in  defraying  the  expenses  of  the  very  civil  and  military 
government  that  was  to  keep  the  colonies  in  subjection  to 
English  authority.  They  were  no  longer  to  be  thirteen 
unruly,  rebellious  provinces,  voting  money  in  accordance 
with  requisitions  made  by  English  officials ;  they  were  to 

1  See  Winsor's  "  History  of  America,"  vi.,  p.  9. 


66  A    PATHFINDER    IN    AMERICAN    HISTORY 

be  consolidated  into  a  colonial  unit,  and  the  "  dull  and 
petty "  King  George,1  or  his  tool,  Parliament,  was  to 
control  them  with  an  iron  hand.  One"  of  the  most  gall- 
ing features  about  the  whole  detestable  business  was  that 
the  revenues  derived  from  the  taxes  were  to  be  applied  to 
keep  the  colonies  in  a  position  that  must  rob  them  of  all 
self-respect. 

For  a  further  study  of  the  causes  of  the  Revolution  we 
refer  the  teacher  to  the  following  :  Lalor's  li  Cyclopaedia," 
I.,  pp.  74,  75,  and  II.,  pp.  969-972 ;  Adam  Smith's 
"  Wealth  of  Nations,"  pp.  323-342,  428-436  ;  Hosmer's 
"Samuel  Adams"  (American  Statesmen  Series),  pp.  20- 
45;  and  to  "The  Impending  Conflict,"  already  referred 
to  in  the  "Narrative  and  Critical  History."  Bancroft 
contains  a  report  of  many  of  the  speeches  on  both  sides, 
made  in  the  debates  on  the  Stamp  Act  and  the  English 
colonial  policy  at  that  time. 

Much  of  the  material  we  suggest,  the  teacher,  even  were 
he  so  disposed,  would  find  it  impossible  to  use  in  grammar- 
school  teaching.  It  cannot  but  broaden  the  teacher,  how- 
ever, and  thus  indirectly  help  to  give  intelligent  views  to 
the  pupils. 

Patrick  Henry  and  Samuel  Adams  should  be  made  very 
prominent  here.  The  idea  of  taxation  should  be  made 
perfectly  plain.  Why  is  "  taxation  without  representa- 
tion "  a  form  of  slavery  ? 

1  For  an  estimate  of  King  George  see  Green's  "  History  of  the  English  Peo- 
ple," iv.(  pp.  196,  197. 


THE   TEXT-BOOK  6/ 

What  to  Teach :  New  Taxes  and  their  Results  ;  The 
"  Boston  Massacre  ;  "  Taxes  removed  except  that  on  tea ; 
Burning  the  Gaspee. 

I.     REFERENCES. 
t 

Hosmer's  Samuel  Adams,  pp.  160—183  ;  Bryant,  III., 
pp.  359-362;  Ellis,  L,  pp.  342-344;  Bancroft,  III.,  pp. 
368-378  ;  Appleton's  Cyclopaedia  of  American  Biography, 
L,  pp.  29-31  ;  Richardson,  pp.  191-193;  Lossing's  Field 
Book  of  the  Revolution,  L,  pp.  495-498  ;  Hildreth,  pp. 
554-560;  Moore's  Colony  to  Commonwealth,  pp.  44-49. 

II.     SPECIAL   TOPICS. 

The  Gaspee,  Higginson's  Young  Folks,  pp.  169,  170; 
Patriotism  of  the  People,  Higginson's  Young  Folks,  pp. 
171,  172;  The  Boston  Massacre,  Anderson,  p.  148;  Sam- 
uel Adams,  the  Father  of  the  Revolution,  Moore's  Colony 
to  Commonwealth,  pp.  39-43,  Barnes's  Brief,  p.  104. 

III.     OUTSIDE   READINGS. 

History:  Boston  Massacre,  Hale's  Story  of  Massachu- 
setts, pp.  238-249  ;  The  Samuel  Adams  Regiments,  Hos- 
mer's Samuel  Adams,  pp.  160-183,  Barber's  New  Eng- 
land, pp.  385-388,  Bancroft,  III.,  pp.  368-378. 

Fiction :  The  Rebels,  Childs. 

Oratory :  Burke  on  Right  of  England  to  Tax  America, 
Union  Speaker,  p.  192. 


68  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.     SUGGESTIVE   NOTES. 

Let  the  purpose  of  the  new  taxes  be  made  emphatic. 
Remember  that  it  was  the  principle  of  taxation  the  colo- 
nies objected  to  now.  What  were  the  Committees  of 
Correspondence  ?  What  connection  did  Samuel  Adams 
have  with  them  ?  What  would  be  their  natural  influence 
on  the  relations  between  the  colonies  ? 

What  to  Teach:  The  Boston  "Tea  Party;"  Punish- 
ment of  Boston  ;  Colonies  unite  to  aid  Boston ;  The 
First  Continental  Congress. 

I.  REFERENCES. 

Barnes,  pp.  42,  43  ;  Richardson,  pp.  194-198  ;  Ellis,  I., 
pp.  346-350;  Bryant,  III.,  pp.  370-373;  Bancroft,  III., 
pp.  443-458,  IV.,  pp.  3-29,  55—77 ;  Hosmer's  Samuel 
Adams,  pp.  243-257  ;  Irving-Fiske,  pp.  134-137  ;  Mont- 
gomery, pp.  153-156;  Dodge's  Stories  of  American  His- 
tory, pp.  69-78. 

II.     SPECIAL  TOPICS. 

Stirring  Times  in  Boston,  Coffin's  Boys  of  '76,  p.  21; 
The  Boston  Tea  Party,  Barnes,  p.  142  ;  Boston  shut  up, 
Coffin's  Boys  of  '76,  pp.  21,  22;  The  Boston  Tea  Party, 
Frothingham's  Rise  of  the  Republic,  pp.  307-309  ;  Con- 
gress of  1774,  Frothingham's  Rise  of  the  Republic,  pp. 
359-361  ;  The  Boston  Port  Bill,  Lossing's  Field  Book  of 
the  Revolution,  I.,  pp.  503,  504  ;  Yankee  Doodle  (history 
and  text  of  the  song),  Lossing's  Field  Book  of  the  Revo- 
lution, II.,  p.  688. 


THE    TEXT-BOOK  69 

III.    OUTSIDE   READINGS. 

History:  The  Boston  Tea  Party,  Scudder's  Short  His- 
tory, pp.  110-115  '  Ellet's  Domestic  History  of  the  Revo- 
lution ;  Hawthorne's  True  Stories ;  Causes  in  General, 
Barnes,  pp.  133-145 ;  The  First  Continental  Congress, 
Tyler's  Patrick  Henry,  pp.  90-134 ;  The  Beginnings, 
Fiske's  American  Revolution,  I.,  pp.  1—45  ;  The  Crisis, 
Fiske's  American  Revolution,  pp.  46-98  ;  The  Continental 
Congress,  Fiske's  American  Revolution,  pp.  100-146. 

Oratory :  Patrick  Henry's  Speech  (March  28,  1775), 
Johnston's  American  Orations,  I.,  pp.  18-23. 

Readings  in  Contemporaneous  History:  Montgomery's 
English  History,  pp.  323-329  ;  Yonge's  History  of  Eng- 
land, pp.  346-354  ;  Guest's  Handbook  of  English  History, 
PP-  532-536- 

IV.     SUGGESTIVE   NOTES. 

It  will  be  easy  to  remember  the  order  of  these  events  if 
their  correlation  is  traced.  Taxed  tea  was  destroyed  by 
the  "  Boston  Tea  Party."  As  a  punishment  for  having 
thrown  overboard  the  tea,  Boston's  port  was  closed.  The 
distress  thus  brought  upon  the  Boston  people  led  the  col- 
onies to  unite  in  aiding  them.  And  in  order  to  work  to- 
gether more  effectually  in  resisting  England,  the  First 
Continental  Congress  met  in  1774,  on  the  eve  of  the 
appeal  to  arms.  We  give  this  as  a  sample  of  the  way 
topics  may  be  associated. 

The  teacher  may  well  pass  slowly  over  the  causes  of  the 
Revolution,  for  they  mean  a  great  deal  to  the  student  of 
history. 


7O  A    PATHFINDER    IN    AMERICAN    HISTORY 

THE    REVOLUTION 

GENERAL  OUTLINE. 
1775-76.   IN  NEW  ENGLAND  AND  CANADA. 

Paul  Revere  and  the  Minute  Men ;  Lexington  and 
Concord  ;  Second  Continental  Congress ;  Bunker  Hill ; 
Attempts  on  Canada ;  The  Hessians ;  British  driven 
from  Boston  (spring  of  1776)  ;  The  Tories. 

1776-78.       IN    THE    MIDDLE    STATES. 

Independence  ;  Long  Island;  Washington's  Escape  from 
Long  Island;  Retreat  through  New  Jersey;  Trenton; 
Robert  Morris  and  the  American  Treasury  ;  British  Plan 
in  1777  ;  Howe  and  the  Brandywine  ;  Valley  Forge;  The 
Comvay  Cabal ;  Burgoyne  and  the  Hudson ;  Saratoga 
and  Aid  from  France. 

1778-82.       IN    THE    NORTH. 

Paper  Money  ;  Weakness  and  Difficulties  of  Congress  ; 
Arnold's  Treason  ;  Revolt  of  the  American  Troops  in 
1781. 

ON    THE    SEA. 

The  American  War  Vessels  ;  Privateers  ;  Paul  Jones 
and  the  American  Navy  ;  The  Richard  and  the  Serapis. 

1778-81.       IN    THE    SOUTH. 

British  Plan  to  conquer  the  South ;  Partisan  Warfare ; 
King's  Mountain  ;  General  Green  ;  Invasion  of  Virginia 
by  Arnold  and  Cornwallis;  Surrender  of  Cormvallis. 


THE    TEXT-BOOK  7 I 

1782-83.      THE    WAR    BROUGHT    TO    A    CLOSE. 

Suspension  of  Hostilities;  Dissatisfaction  in  the  Ameri- 
can Army  at  Newburgh  ;  Treaty  of  Peace  ;  Disbanding 
the  Continental  Army. 

SUGGESTIVE   NOTES. 

We  put  a  general  outline  here  that  the  teacher  may  be 
able  the  more  easily  to  get  a  "  bird's-eye  view  "  of  the 
war  as  a  whole.  As  an  aid  here  we  again  call  attention  to 
Greene's  History  of  the  English  People,  IV.,  pp.  235-263. 

1775-76.       IN    NEW    ENGLAND    AND    CANADA. 

What  to  Teach:  Paul  Revere  and  the  Minute  Men; 
Lexington  and  Concord  ;  Second  Continental  Congress. 

I.  REFERENCES. 

Richardson,  pp.  198-204;  Scudder,  pp.  188-192; 
Drake's  New  England  Legends,  pp.  78-88  ;  Montgomery, 
pp.  157,  158;  Barnes,  pp.  146-149;  Irving-Fiske,  pp.  148- 
152;  Higginson's  Young  Folks,  pp.  178-187;  Coffin's 
Boys  of  '76,  pp.  27-41. 

II.     SPECIAL   TOPICS. 

Paul  Revere  and  Ebenezer  Dorr,  Coffin's  Boys  of  '76, 
pp.  27-29;  A  Sketch  of  Paul  Revere,  Smith's  Stories  of 
Persons  and  Places,  pp.  210-212  ;  How  the  Americans 
got  the  News,  Coffin's  Boys  of  '76,  p.  27  ;  Patrick  Henry's 
War  Speech  of  March  23,  1775,  Lossing's  Field  Book  of 


/2  A    PATHFINDER    IN    AMERICAN    HISTORY 

the  Revolution,  II.,  pp.  296,  297  ;  Putnam's  Famous  Ride, 
Sanford's  Connecticut,  p.  188. 

III.     OUTSIDE   READINGS. 

History:  Lexington,  Hosmer's  Samuel  Adams,  pp. 
313-332,  Bryant,  III.,  pp.  318-385  ;  The  Dawning  of 
Independence,  Higginson's  United  States,  pp.  241-264  ; 
Lexington,  Coffin's  Boys  of  '76,  pp.  17-41  ;  Lexington 
and  Concord,  Hale's  Story  of  Massachusetts,  pp.  250- 
265  ;  Paul  Revere's  Ride,  Drake's  New  England  Legends, 
pp.  78-90 ;  Ethan  Allen  and  Ticonderoga,  Lossing's 
Field  Book  of  the  Revolution,  I.,  pp.  121-126;  Lexington 
and  Concord,  Lossing's  Field  Book  of  the  Revolution,  I., 
pp.  523-532  ;  Gage's  Scouts,  Moore's  Colony  to  Common- 
wealth, pp.  70-83  ;  Joseph  Warren  and  the  Fifth  of  March, 
Moore's  Colony  to  Commonwealth,  pp.  84-90 ;  Battle  of 
Lexington,  Moore's  Colony  to  Commonwealth,  pp.  91- 
114. 

Poetry:  The  Old  Continentals  (Bryant's  Library  of 
Poetry  and  Song),  McMaster  ;  Song  of  Liberty  (Boston 
Tea  Party,  pp.  19,  20),  by  Gen.  Warren's  wife. 

IV.     SUGGESTIVE   NOTES. 

Details  are  in  order  here,  as  Paul  Revere  and  the  Bat- 
tle of  Lexington  and  Concord  strikingly  bring  out  the 
spirit  of  the  New  England  patriots.  The  same  may  be 
said  of  Bunker  Hill. 

What  to  Teach  :  Bunker  Hill. 


THE  TEXT-BOOK  73 

I.  REFERENCES. 

Barnes,  pp.  151-155;  Irving-Fiske,  pp.  157-165;  Rich- 
ardson, pp.  209-212;  Scudder,  pp.  195-198;  Coffin's 
Boys  of  '76,  pp.  47-54  ;  Higginson's  Young  Folks,  pp. 
183-187  ;  Ellis,  I.,  pp.  360-364  ;  Bryant,  III.,  pp.  397-406. 

II.     SPECIAL   TOPICS. 

Washington  takes  command  of  the  Army,  Higginson's 
Young  Folks,  pp.  189,  190 ;  British  in  Boston,  Barnes, 
pp.  167,  168  ;  Condition  of  American  Army,  Barries,  pp. 
156,  157  ;  Capture  of  Ticonderoga,  Richardson,  pp.  206, 
207,  Barnes,  p.  150;  Washington  and  his  Army,  Richard- 
son, pp.  213,  214. 

III.  OUTSIDE   READINGS. 

History:  Familiar  Letters  of  John  Adams  and  his 
Wife,  in  Old  South  Leaflets  ;  Fiske's  War  of  Independ- 
ence ;  Bunker  Hill,  Coffin's  Boys  of  '76,  pp.  42-60,  Hale's 
Story  of  Massachusetts,  pp.  266-282  ;  Lossing's  Field 
Book  of  the  Revolution,  I.,  pp.  533-550. 

Poetry:  Grandmother's  Story  of  Bunker  Hill  Battle, 
Holmes ;  Warren's  Address,  Pierpont  (Bryant's  Library  of 
Poetry  and  Song)  ;  New  England's  Dead,  McClellan. 

Fiction:   Lionel  Lincoln,  Cooper. 

IV.  SUGGESTIVE   NOTES. 

Joseph  Warren  and  Israel  Putnam  should  be  made 
conspicuous  figures  here.  Excellent  language  can  be 


74  A    PATHFINDER    IN    AMERICAN    HISTORY 

secured  by  requiring  the  pupils  to  impersonate  Paul 
Revere,  Joseph  Warren,  Israel  Putnam,  or  one  of  the 
"  Indians  "  in  the  "  Boston  Tea  Party,"  and  write  a  letter 
to  some  friend.  Let  this  letter  be  dated  back  to  corre- 
spond with  the  time  of  the  events  narrated. 

What  to  Teach :  Attempt  on  Canada;  The  Hessians; 
The  British  driven  from  Boston  ;  The  Tories. 

I.  REFERENCES. 

Irving-Fiske,  pp.  198-204;  Barnes,  pp.  155-157  ;  Rich- 
ardson, pp.  218-220;  Coffin's  Boys  of  '76,  pp.  61-69; 
Ellis,  I.,  pp.  376-379;  Bryant,  III.,  pp.  423-428;  Mont- 
gomery, pp.  163-165;  Anderson,  pp.  163,  182,  183. 

II.     SPECIAL   TOPICS. 

Suffering  of  the  Americans,  Richardson,  p.  216;  Suffer- 
ing Soldiers,  Coffin's  Boys  of  '76,  pp.  74,  75  ;  The  British 
in  Boston,  Coffin's  Boys  of  '76,  pp.  61-70;  The  Tories, 
Sheldon-Barnes,  pp.  163-166. 

III.     OUTSIDE   READINGS. 

History:  Driving  the  British  out  of  Boston,  Coffin's 
Boys  of  '76,  pp.  61-70;  Expedition  to  Quebec,  Coffin's 
Boys  of  '76,  pp.  71-81  ;  Invasion  of  Canada,  Irving-Fiske, 
pp.  173-198  ;  Winsor's  History  of  America,  VII.,  pp. 
185-215;  Hessians  of  the  Revolution,  Lowell;  Tories, 
Winsor's  History  of  America,  VII.,  pp.  185-214  ;  Whig  vs. 
Tory,  Frothingham's  Rise  of  the  Republic,  pp.  165,  166; 
Canada's  Attitude  toward  the  Colonies  when  the  Revolu- 


THE    TEXT-BOOK  75 

tion  began,  Drake's  Burgoyne,  pp.  15-18;  Invasion  of 
Canada,  Drake's  Burgoyne,  pp.  19-22  ;  Sabine's  American 
Loyalists,  Review  of  Sabine's  American  Loyalists  in 
North  American  Review,  vol.  XLIX. ;  Huntingdon's  Stam- 
ford, Conn.,  chap.  xvii.  ;  Jones's  New  York  in  the  Revo- 
lutionary War.  (This  book  was  written  by  a  Tory  while 
in  exile,  and  is  rare.) 

Poetry  :  The  Rising  in  1776,  Read. 

IV.    SUGGESTIVE   NOTES. 

Not  much  should  be  done  with  the  "  attempt  on  Can- 
ada." The  "  Hessians  "  and  the  "  Tories  "  may  be  made 
very  interesting  topics.  The  former  were  treated  by  their 
ruler  in  Hesse-Cassel  almost  like  so  many  cattle.  There 
is  much  confusion  of  thought  about  the  number  and  char- 
acter of  the  Tories.  It  is  well  for  us  to  remember  that 
when  the  battle  of  Bunker  Hill  was  fought  nearly  one- 
half  of  all  the  Americans  were  loyal  to  King  George.1 
"By  all  the  estimates,  probably  below  the  mark,  there 
were  during  the  war  at  least  twenty-five  thousand  organ- 
ized loyalist  forces.  In  an  address  made  to  the  King  by 
the  refugees  in  England  in  1779 2  they  say  that  their 
countrymen  then  in  arms  for  his  majesty  exceeded  in 
number  the  troops  enlisted  to  oppose  them.  In  a  later 
address  they  made  a  still  stronger  assertion."  Many  of 
them  were  men  of  wealth,  culture,  and  high  character. 

1  We  quote  from  Ellis's  "The  Loyalists  and  their  Fortunes"  in  Wmsor's  "  His- 
tory of  America,"  VII.,  pp.  185-214. 

2  The  patriot  army  contained  that  year  27,699  Continentals  and  17,485  militia. 


/6  A    PATHFINDER    IN    AMERICAN    HISTORY 

These  facts  will  help  boys  and  girls  to  realize  that  the 
American  Revolution  did  not  involve  a  one-sided  question. 
John  Fiske  says,  in  "  Critical  Period  of  American  History," 
pp.  129,  130,  that  one  hundred  thousand  Tory  refugees 
left  the  country  at  the  close  of  the  Revolution.  Some  of 
the  best  families  now  living  in  the  province  of  Ontario  are 
descended  from  these  refugees.  The  severe  treatment 
received  by  many  of  them  who  remained  in  the  United 
States  at  the  close  of  the  Revolution  is  full  of  interest. 

1776-78.       IN    THE    MIDDLE     STATES. 

What  to  Teach  :  The  Declaration  of  Independence. 

I.  REFERENCES. 

Ellis,  II.,  pp.  8-18  ;  Cooke's  Old  Dominion,  pp.  180- 
187;  Barnes,  pp.  172—175;  Richardson,  pp.  221,  222; 
Higginson's  Young  Folks,  pp.  194-199. 

II.     SPECIAL  TOPICS. 

The  Desire  for  Independence,  Johnston,  p.  79  ;  "Liberty 
Bell,"  Anderson,  p.  162,  Barnes,  p.  173;  Jefferson  and 
Monticello,  Cooke's  Old  Dominion,  pp.  183,  184. 

III.    OUTSIDE    READINGS. 

History  :  Thomas  Jefferson,  Cooke's  Old  Dominion, 
pp.  180-192,  Higginson's  United  States,  pp.  265-282, 
344-349,  Appleton's  Cyclopaedia  of  American  Biogra- 
phy, III.,  pp.  415-423;  The  Great  Declaration,  Higgin- 
son's United  States,  pp.  265-282,  Bryant,  III.,  pp.  33- 


THE    TEXT-BOOK!  77 

78  ;  Half  Hours,  I.,  pp.  495-506,  Bancroft,  IV.,  pp.  426- 
452  ;  The  Crisis,  Fiske's  War  of  Independence,  pp. 
78-103  ;  Winsor's  History  of  America,  VI.,  pp.  231-252  ; 
Hosmer's  Samuel  Adams,  pp.  332-335  ;  Morse's  John 
Adams,  pp.  130-147;  Independence,  Fiske's  American  Rev- 
olution, I.,  pp.  147-197  ;  John  Adams  the  Patriot,  Lossing's 
Field  Book  of  the  Revolution,  I.,  pp.  478,  479,  511-513, 
II.,  pp.  78-85,  648-662;  Declaration  of  Independence, 
Lossing's  Field  Book  of  the  Revolution,  II.,  pp.  67-83  ; 
Winsor's  History  of  America,  VII.,  pp.  1-72. 

Poetry  :  Independence  Bell,  Anon. ;  Seventy-six,  Bry- 
ant. 

IV.     SUGGESTIVE    NOTES. 

After  the  Revolution  began,  the  growth  of  public  sen- 
timent in  favor  of  Independence  was  phenomenal.  A 
parallel  is  to  be  found  in  the  change  of  feeling  toward  the 
slavery  question  during  the  Civil  War.  In  April  19,  1775, 
Samuel  Adams  stood  almost  alone  in  his  desire  to  see  the 
colonies  cut  loose  from  England. 

This  topic  should  be  thoroughly  understood  by  the 
pupils.  Call  attention  to  the  appointment  of  Benjamin 
Franklin,  Arthur  Lee,  and  Silas.  Deane  as  a  committee  to 
secure,  if  possible,  help  from  France. 

What  to  Teach :  Battle  of  Long  Island  ;  Washington's 
escape  from  Long  Island. 

I.  REFERENCES. 

Coffin's  Boys  of  '76,  pp.  99-104  ;  Barnes,  pp.  176-179  ; 
Irving-F'iske,  pp.  208-214;  Richardson,  pp.  223-225; 


78  A    PATHFINDER    IN    AMERICAN    HISTORY 

Anderson,   pp.    163-166;    Ellis,    II.,   pp.   19-24;   Bryant, 
III.,  pp.  496-502. 

II.     SPECIAL     TOPICS. 

Mrs.  Murray's  Stratagem,  Coffin's  Boys  of  '76,  pp.  109, 
no;  Barnes,  pp.  181,  182;  Retreat  from  Long  Island, 
Barnes,  pp.  179,  180  ;  The  Wretched  Americans,  Barnes, 
p.  187  ;  Condition  of  the  Country,  Barnes,  pp.  188,  189  ; 
Incidents  of  the  Retreat,  Irving-Fiske,  pp.  218,  219; 
Nathan  Hale,  Ellis,  II.,  pp.  28,  29. 

III.     OUTSIDE     READINGS. 

History :  The  Two  Spies,  Lossing  ;  Classic  Readings, 
No.  10,  pp.  11-15:  Sanford's  Connecticut,  pp.  204-210; 
Hollister's  Connecticut,  II.,  pp.  278-282  ;  Long  Island, 
Coffin's  Boys  of  '76,  pp.  91-107  ;  First  Blow  at  the  Cen- 
tre, Fis.ke's  American  Revolution,  pp.  178-248. 

Poetry :  Nathan  Hale,  Finch  (Swinton's  Fourth  Reader). 

Fiction:  The  Spy,  Cooper. 

IV.     SUGGESTIVE    NOTES. 

Facts  such  as  the  military  importance  of  New  York 
City  and  of  the  Hudson  River,  may  be  studied  and  dis- 
cussed by  the  class,  but  a  detailed  account  of  the  battle 
of  Long  Island  should  not  be  required.  Of  course  the 
defeat  of  the  American  army,  greatly  outnumbered  by 
troops  of  superior  organization  and  equipment,  was 
inevitable,  and  this  Washington  well  knew ;  but  to  aban- 
don New  York  City  without  a  struggle  would  demoralize 
the  Americans  and  give  the  captious,  cavilling  critics  of 


THE   TEXT-BOOK  79 

Washington  a  choice  opportunity  for  mischief-making. 
He  was  therefore  willing  to  fight  the  enemy,  even  though 
by  so  doing  he  risked  cutting  off  the  Long  Island  contin- 
gent from  the  rest  of  the  army  in  New  York  City.  We 
believe  that  the  British  general  had  it  in  his  power  to 
capture  all  the  troops  on  the  Long  Island  side,  and  such 
a  capture  at  this  critical  stage  of  the  war  would  have  had 
most  disastrous  consequences.  Washington's  miraculous 
escape  is  a  thrilling  story  and  will  arouse  the  enthusiasm 
of  almost  any  American  boy  or  girl.  The  easy-going 
Howe  was  no  match  for  Washington  with  his  masterly 
strategy  and  his  unshaken  belief  that  "  right  made 
might." 

During  the  interval  of  about  two  weeks  between  the 
retreat  from  Long  Island  and  the  evacuation  of  New 
York  nothing  worthy  of  mention  occurred  but  the  sad 
episode  of  Nathan  Hale's  capture  and  execution.  The 
heroism  of  this  patriot-martyr  should  be  perpetuated  in 
every  American  school-boy's  life.  From  this  point  to  the 
retreat  through  New  Jersey  military  details  should  be 
utterly  ignored. 

What  to  Teach:  Retreat  through  New  Jersey;  Battle 
of  Trenton  ;  Robert  Morris  and  the  American  Treasury. 

I.     REFERENCES. 

Coffin's  Boys  of  '76,  pp.  129-138  ;  Barnes,  pp.  190-193  ; 
Irving-Fiske,  pp.  255-265;  Anderson,  pp.  167-170;  Rich- 
ardson, pp.  226-228  ;  Bryant,  III.,  pp.  526-532  ;  Ellis, 
II.,  pp.  33-39- 


80  A    PATHFINDER   IN    AMERICAN    HISTORY 

II.    SPECIAL  TOPICS. 

Capture  of  Charles  Lee,  Irving-Fiske,  pp.  252-254; 
What  Robert  Morris  did  for  Washington,  Montgomery, 
pp.  170,  171  ;  Robert  Morris,  Coffin's  Boys  of  '76,  pp. 
139,  140,  Thalheimer's  Eclectic,  p.  193 ;  Results  of  Tren- 
ton, Barnes,  pp.  194,  195. 

III.  OUTSIDE  READINGS. 

History:  Appleton's  Cyclopaedia  of  American  Biog- 
raphy, IV.,  pp.  416,  417 ;  Princeton,  Coffin's  Boys  of 
'76,  pp.  139-151,  Barnes,  pp.  196-199;  The  First  Defen- 
sive Campaign,  Irving-Fiske,  pp.  242-273. 

IV.  SUGGESTIVE   NOTES. 

The  desperate  straits  to  which  Washington  was  drive 
were  in  no  sense  the  results  of  his  own  blunders.  The 
interference  of  a  meddlesome  congress  with  reference  to 
the  holding  of  Forts  Lee  and  Washington,  and  the  treach- 
ery and  wilful  disobedience  of  the  contemptible  Charles 
Lee,  were  largely  responsible  for  the  wretched  disaster 
that  haunted  the  patriot  cause  in  the  autumn  of  '76.  Lee 
spent  so  much  time  and  energy  in  plotting  treachery 
against  his  chief  that  he  had  little  left  for  baffling  the  tac- 
tics of  the  enemy.  At  the  very  time  when  Washington 
was  in  danger  of  having  his  little  army  swallowed  up  by 
the  enemy  in  overwhelming  numbers,  Lee  was  writing 
letters  to  influential  men  and  bewailing  the  incompetent 
management  of  the  patriot  army.  In  the  judgment  of 


THE   TEXT-BOOK  8 I 

this  "  shallow  knave  "  the  salvation  of  the  American  cause 
lay  in  deposing  Washington  and  appointing  General 
Charles  Lee  commander-in-chief  of  the  Continental  forces. 
When  therefore  he  was  ordered  to  join  his  forces  with 
Washington's  he  flatly  disobeyed,  hoping,  no  doubt,  in  this 
way  to  compass  the  downfall  of  the  man  whom  we  now 
know  to  have  been  indispensable  to  the  success  of  Amer- 
ica's cause.  But  what  we  know  now  people  did  not  know 
then.  Washington  had  by  no  means  won  the  confidence 
and  loyal  support  of  many  influential  American  leaders, 
especially  in  the  Continental  Congress. 

The  military  genius 'of  our  great  chief  was  conspicu- 
ously displayed  in  those  dark,  dismal  days  that  "tried 
men's  souls."  We  cannot  dwell  upon  that  wretched  retreat 
that  saw  the  little  army  daily  crumbling  away.  Even  the 
Americans  seemed  to  themselves  and  to  Englishmen  alike 
—  some  of  the  latter  including  warm  friends  to  our  cause 
in  England  —  hopelessly  beaten.  And  now  that  the 
"rebels"  were  defeated,  Cornwallis  was  packing  up  to 
return  home.  But  Washington,  who  never  acknowledged 
defeat,  turned  and  struck  a  blow  at  Trenton  that  revived 
hope  and  courage  in  many  a  brave  heart.  Details  are  in 
order  here  because  they  will  help  to  bring  out  the  inspir- 
ing qualities  that  made  Washington  great.  The  substan- 
tial aid  given  by  Robert  Morris  at  this  critical  juncture 
should  also  be  made  prominent.  Teachers  will  fail  in 
making  the  most  of  their  opportunities  here  if  they  do  not 
give  a  worthy  place  to  the  work  done  by  this  able,  patri- 


32  A    PATHFINDER   IN    AMERICAN    HISTORY 

otic  "  financier  of  the  Revolution."  He  ably  seconded 
Washington  here,  as  he  did  when  Cornwallis  was  entrapped 
at  Yorktown,  in  the  great  work  of  establishing  an  inde- 
pendent United  States  of  America. 

What  to  Teach :  British  Plan  in  1777;  Howe  and  the 
Brandywine. 

I.  REFERENCES. 

Coffin's  Boys  of  '76,  pp.  195-203  ;  Barnes,  pp.  226- 
229;  Irving-Fiske,  pp.  301-306;  Richardson,  pp.  228- 

231  ;  Bryant,  III.,  pp.  551-556. 

II.     SPECIAL   TOPICS. 

La  Fayette,  Richardson,  p.  229  ;  Lydia  Darrah,  Coffin's 
Boys  of  '76,  pp.  255-257,  Richardson,  pp.  231,  232, 
Barnes,  p.  244  ;  Molly  Pitcher,  Barnes,  pp.  261,  262. 

III.  OUTSIDE   READINGS. 

History:  Winsor's  History  of  America,  VI.,  pp.  275- 
315  ;  Watson's  Noble  Deeds,  pp.  18-30;  Barnes,  pp.  226- 

232  ;  Coffin's   Boys  of  '76,  pp.   195-203  ;  The  Phases  of 
the  Revolution,  Greene's  Historical  View,  pp.  33-36. 

Poetry:  Hopkinson's  Battle  of  the  Kegs,  Watson's 
Noble  Deeds. 

IV.  SUGGESTIVE   NOTES. 

After  the  battles  of  Trenton  and  Princeton  Washington 
retired  to  winter  quarters  in  a  strong  position  among  the 
hills  of  Morristown.  The  year  1777  was,  from  the  British 
standpoint,  to  witness  the  downfall  of  the  American  cause. 


THE    TEXT-BOOK  #3 

Burgoyne  was  to  come  from  Canada  down  the  Hudson 
and  meet  Howe  at  Albany.  The  junction  once  effected, 
the  Hudson  would  be  in  the  possession  of  the  British,  and 
New  England  would  be  effectually  cut  off  from  the  Middle 
and  Southern  States.  This  plan  failed  mainly  because 
Howe  did  not  receive  definite  and  positive  instruction, 
and,  being  left  to  his  own  discretion,  failed  to  do  his  part 
in  forming  a  junction  with  Burgoyne's  army.1 

Charles  Lee  had  been  captured  in  the  autumn  of  1776, 
and  was  held  as  a  prisoner  during  the  whole  of  1777  while 
the  king  was  determining  what  should  be  his  fate.  Hav- 
ing been  a  lieutenant-colonel  in  the  English  army  previous 
to  joining  the  Americans,  he  was  regarded  as  a  deserter, 
and  but  for  Washington's  threat  to  execute  five  Hessian 
generals  in  retaliation  he  would  have  been  shot.  Lee, 
knowing  his  fate  was  doubtful,  tried  to  make  himself  safe 
by  giving  Howe  all  the  information  he  possessed  that 
would  help  the  English  commander  to  conquer  the  Amer- 
icans. He  also  told  Howe  he  thought  the  possession  of 
Philadelphia  more  important  than  that  of  the  Hudson. 
Acting  under  this  advice,  Howe  opened  the  campaign  in 
1777  with  an  effort  to  draw  Washington  from  his  strong 
position  among  the  hills  of  New  Jersey.  Washington, 

1  "After  Lord  George  Germain,  the  Secretary  of  State  for  the  colonies,  had 
written  out  Howe's  orders,  he  left  them  to  be  'fair  copied,'  and  went  to  Kent  on  a 
visit,  forgetting  on  his  return  to  sign  them ;  consequently  they  were  pigeon-holed  till 
May  18,  and  did  not  reach  Howe  till  Aug.  16,  after  he  had  left  New  York  upon  his 
expedition  to  the  Chesapeake,  and  when  it  was  too  late  to  effect  a  juncture  with 
Burgoyne."  From  "  Winsor's  History  of  America,"  VI.,  p.  295. 


$4  A    PATHFINDER    IN    AMERICAN    HISTORV 

however,  was  too  wary  to  allow  himself  to  be  caught  nap- 
ping. 

Howe  spent  two  or  three  weeks  in  his  efforts  to  provoke 
Washington  to  leave  his  stronghold  and  meet  his  antag- 
onist in  the  open  field,  but  Washington  out-generalled  him 
at  every  point  and  compelled  him  to  withdraw,  tired  out 
with  his  fruitless  manoeuvres.  Even  though  Howe's  army 
numbered  eighteen  thousand,  he  darsd  not  risk  a  march 
across  New  Jersey  with  Washington  and  an  army  of  eight 
thousand  in  his  rear  to  harass  him  and  threaten  his  line  of 
communication.  Thereupon,  acting  again  under  the  ad- 
vice of  the  base  Lee,  he  sailed  down  to  the  Chesapeake, 
in  order  to  approach  Philadelphia  from  the  south.  He 
had  no  sooner  landed,  however,  than  he  found  his  stub- 
born antagonist  ready  to  dispute  his  march  to  the  coveted 
"  rebel  capital."  So  skilfully  did  Washington  handle  his 
army,  weakened  as  it  was  by  the  loss  of  picked  troops  sent 
to  aid  the  army  of  the  north,  that  he  kept  Howe  two  weeks 
marching  over  the  last  twenty-six  miles  to  Philadelphia. 
It  was  the  26th  of  September  when  Howe  marched  into 
this  city,  a  week  after  the  first  battle  near  Saratoga,  and 
altogether  too  late  to  send  troops  to  co-operate  with  Bur- 
goyne.  In  delaying  Howe  Washington  had  made  certain 
the  capture  of  Burgoyne.  His  Fabian  policy  had  been 
fatal  to  the  success  of  the  British  plan  to  secure  control  of 
the  Hudson. 

La  Fayette  should  be  brought  out  prominently  in  con- 
nection with  Brandywine.  The  story  of  Lydia  Darrah,  also, 


THE    TEXT-BOOK  85 

who  saved  the  American  army  near  Philadelphia  just  be- 
fore they  went  into  winter  quarters  at  Valley  Forge, 
should  be  graphically  told. 

What  to  Teach:  Valley  Forge  ;  Conway  Cabal. 

I.  REFERENCES. 

Barnes,  pp.  245-248,  254-257  ;  Scudders  Washington, 
pp.  170-177;  Bryant,  III.,  pp.  593-598;  Irving-Fiske,  pp. 
33I~3395  Richardson,  pp.  239,  240;  Ellis,  II.,  p.  54; 
Coffin's  Boys  of  '76,  pp.  254-261  ;  Anderson,  pp.  172- 
174. 

II.     SPECIAL   TOPICS. 

The  Conway  Cabal,  Lossing's  Field  Book  of  the  Revo- 
lution, II.,  pp.  130-135,  Barnes,  pp.  254,  255 ;  Charles 
Lee,  Irving-Fiske,  pp.  147,  350;  Washington's  Account  of 
Valley  Forge,  Irving-Fiske,  pp.  334,  335,  Lossing's  Field 
Book  of  the  Revolution,  II.,  pp.  125-139;  Charles  Lee's 
Treachery,  Irving-Fiske,  pp.  344-346 ;  Horatio  Gates, 
Irving-Fiske,  pp.  146,  147,  Barnes,  p.  247;  Last  Days 
of  Charles  Lee,  Irving-Fiske,  p.  350  ;  Demoralization  of 
the  People,  Barnes,  pp.  251,  252  ;  Demoralization  of  the 
Army,  Barnes,  p.  253;  Army  Quarrels,  Eliot,  pp.  217, 
218. 

III.     OUTSIDE   READINGS. 

History:  Classic  Readings,  No.  10,  pp.  20-25;  Valley 
Forge,  Fiske's  American  Revolution,  II.,  pp.  25-48, 
Scudder's  Washington,  pp.  170-193,  Hildreth,  III.,  pp. 
232-236. 

Fiction :  Thankful  Blossom,  Harte. 


86  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.     SUGGESTIVE   NOTES. 

The  dismal  story  of  the  suffering  soldiers  at  Valley 
Forge  may  well  be  told  in  connection  with  the  scandalous 
plot  known  as  the  Conway  Cabal.  Washington's  patriot- 
ism never  appears  more  noble  and  unselfish  than  when 
contrasted  with  such  weak  and  cowardly  men  as  Conway, 
Lee,  and  Gates.  We  heartily  believe  that  the  most  in- 
spiring and  helpful  facts  to  be  gained  from  studying  the 
Revolution  are  those  that  illustrate  the  sterling,  manly 
qualities  of  Washington.  Very  much  of  the  story  of  the 
Revolution  can  be  learned  by  following  Washington  in  his 
connection  with  it.  If  to  Washington  we  add  Franklin, 
Gates,  Charles  Lee,  Robert  Morris,  Arnold,  La  Fayettc, 
Greene,  and  Marion,  we  shall  find  the  best  of  the  Revolu- 
tion in  biography. 

We  cannot  realize  Washington's  hardships  and  difficul- 
ties. Envious  rivals,  treachery  and  mutiny  in  his  own 
army,  meddlesome  and  annoying  interference  on  the  part 
of  an  ignorant  congress,  jealousy  between  the  States,  a 
sad  lack  of  men  and  money,  —  these  were  some  of  the 
difficulties  he  had  to  front.  Even  Samuel  Adams  grew 
lukewarm  toward  him,  and  John  Adams  earnestly  cried 
out  that  he  was  sick  of  Fabian  methods.  "  My  toast  is  a 
short  and  violent  war,"  he  said.  Yet  it  would  be  a  great 
mistake  for  us  to  leave  the  impression  that  Washington 
was  a  kind  of  demigod.  There  never  lived  a  man  more 
thoroughly  human.  In  his  youth  he  mingled  with  all 


THE    TEXT-BOOK.  8/ 

classes,  and  thus  became  what  Lincoln  was,  —  a  man  full 
of  sympathy  with  the  people.  His  remarkable  personal 
influence  over  men  was  due  to  his  intimate  knowledge  of 
them.  But,  like  the  rest  of  humanity,  he  had  his  weak- 
nesses. He  was  quick-tempered,  impulsive,  and  firm  in 
his  determination  to  win  success.  But  his  success  de- 
pended less  upon  his  determination  to  win  than  upon  his 
phenomenal  moral  power.  Never  did  any  man  more 
firmly  believe  that  the  righteous  cause  must  prevail.  For 
an  able  presentation  of  the  human  side  of  Washington  we 
refer  to  Edward  Everett  Hale's  life  of  him. 

As  a  rule,  the  text-book  in  history  is  merely  a  skeleton. 
The  real  flesh  and  blood,  the  life  itself,  of  history  must 
come  from  other  sources.  A  school-boy,  in  common  with 
those  older  than  himself,  has  a  deep  interest  in  individual 
men,  especially  when  he  becomes  acquainted  with  them 
through  their  every-day  lives.  When  he  learns  that  Jef- 
ferson, Hamilton,  Webster,  and  Lincoln  were  thoroughly 
human,  in  many  ways  very  like  himself,  and  gets  glimpses 
of  their  boyhood,  and  afterwards  of  their  manhood,  just  as 
they  appeared  to  near  friends  and  associates,  then  he  fol- 
lows them  in  their  connection  with  the  affairs  of  the  State 
and  the  nation  with  unflagging  interest.  History,  when 
rightly  taught,  is  but  little  more  than  a  series  of  biogra- 
phies. Emerson  makes  a  stronger  statement  when  he 
says,  "There  is  properly  no  history  but  biography." 
Carlyle  wrote,  "  Human  portraits,  faithfully  drawn,  are  of 
all  pictures  the  welcomest  on  human  walls."  If  these 


88  A    PATHFINDER    IN    AMERICAN    HISTORY 

statements  are  true,  it  follows  that  every  important  event 
may  be  identified  with  the  life  of  one  or  more  noted  his- 
torical characters. 

Believing  this,  we  have  suggested  that  the  personal 
work  of  Washington  and  a  few  other  men  be  strongly  pre- 
sented in  the  Revolution.  The  French  spoke  of  Napo- 
leon as  Cente  Mill?.,  and  we  may  without  extravagance  say 
the  same  of  our  noble  Washington.  We  cannot  too 
strongly  emphasize  the  truth  that  bringing  out  the  humanity 
of  these  noted  men  of  history  will  very  much  increase  their 
influence  upon  the  youthful  mind. 

What  to  Teach :  Burgoyne  and  the  Hudson  ;  Saratoga 
and  Aid  from  France ;  The  French  Treaty. 

I.  REFERENCES. 

Richardson,  pp.  232-238  ;  Barnes,  pp.  209-213;  Ander- 
son, pp.  174-179;  Irving-Fiske,  pp.  320-324,  Coffin's 
Boys  of  '76,  pp.  152-157  ;  Ellis,  II.,  pp.  48-51. 

II.     SPECIAL   TOPICS. 

Stark  and  Bennington,  Montgomery,  p.  173  ;  Arnold  and 
St.  Leger,  Barnes,  p.  208  ;  The  Stars  and  Stripes,  Barnes, 
pp.  207,  208,  Higginson's  Young  Folks,  pp.  200,  201  ; 
Secret  Aid  from  France,  Sheldon-Barnes,  pp.  173,  174; 
Franklin  in  France,  Ellis,  II.,  pp.  55-57  ;  Burgoyne's  Expe- 
dition, Coffin's  Boys  of  '76,  pp.  152,  153;  Gen.  Schuyler, 
Barnes,  pp.  225,  226  ;  Prison  Ships,  Ellis,  II.,  p.  44  ;  Flag  of 
the  United  States,  Frothingham's  Rise  of  the  Republic, 
p.  578 ;  Plan  of  the  Campaign  of  '77,  Drake's  Burgoyne, 


THE    TEXT-BOOK  89 

pp.  29-31  ;  Reason  for  its  Failure,  Drake's  Burgoyne, 
p.  31  ;  Arnold  at  Saratoga,  Drake's  Burgoyne,  pp.  112, 
122;  Surrender  of  Burgoyne,  Drake's  Burgoyne,  pp.  137, 
138,  122  ;  Effect  of  Surrender  at  home  and  abroad, 
Drake's  Burgoyne,  pp.  139-142. 

III.     OUTSIDE    READINGS. 

History :  Coffin's  Boys  of  '76,  pp.  152-194,  204- 
244  ;  The  Struggle  for  the  Centre,  Fiske's  War  of  Inde- 
pendence, pp.  104-144;  The  French  Alliance,  Fiske's 
War  of  Independence,  pp.  144—182  ;  Burgoyne's  Invasion, 
Barnes,  pp.  206-226,  Irving-Fiske,  pp.  274-298,  309-325, 
Winsor's  History  of  America,  VI.,  pp.  275-314;  Hale's 
Franklin  in  France  ;  Second  Blow  at  the  Centre,  Fiske's 
American  Revolution,  I.,  pp.  249-343  ;  The  French  Alli- 
ance, Fiske's  American  Revolution,  I.,  pp.  1-24  ;  Drake's 
Burgoyne  ;  Burgoyne  at  Saratoga,  Lossing's  Field  Book 
of  the  Revolution,  I.,  pp.  34-84  ;  Stories  of  Adventure  con- 
nected with  Burgoyne's  Invasion,  Lossing's  Field  Book  of 
the  Revolution,  L,  pp.  88-103  5  Diplomacy  during  the 
Revolution,  Lossing's  Field  Book  of  the  Revolution,  II., 
pp.  647-652  ;  British  Prisons  and  Prison  Ships,  Lossing's 
Field  Book  of  the  Revolution,  II.,  pp.  658-661  :  Shep- 
pard's  Black  Horse  and  his  Rider,  in  One  Hundred  Choice 
Selections,  No.  12,  pp.  53—55  ;  Diplomacy  of  the  Revolu- 
tion, Greene's  Historical  View,  pp.  173-208. 

Poetry:  Gertrude  of  Wyoming  (1778),  Campbell;  Pu- 
laski's  Banner  (Savannah,  1779),  Longfellow  ;  Caldwell  of 
Springfield  (New  Jersey),  Harte. 


QO  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.     SUGGESTIVE   NOTES. 

Only  the  salient  features  of  Burgoyne's  campaign 
should  be  learned.  Much  may  be  read,  but  comparatively 
few  topics  should  be  studied.  It  will  be  sufficient  for  the 
main  reasons  of  Burgoyne's  failure  to  revert  to  his  connec- 
tion with  Washington's  work  in  1777.  The  growth  of 
patriotic  sentiment  among  the  people  of  New  York  and 
vicinity  may  also  be  noticed.  Burgoyne  knew  that  there 
was  a  large  loyalist  element  in  New  York,  but  he  over- 
estimated the  number.  Loyalty  to  King  George  was  on 
the  wane,  and  consequently  Burgoyne's  expedition  did  not 
receive  that  moral  and  material  support  he  had  reckoned 
upon.  At  Bennington  the  death-knell  of  the  expedition 
was  sounded.  Such  facts  as  these  may  be  taught,  but 
military  minutiae  are  not  worth  the  paper  they  are  printed 
upon,  if  pupils  are  to  be  required  to  memorize  and  recite 
them. 

The  battle  of  Saratoga  was  the  turning-point  in  the 
American  Revolution  ;  and  from  this  time  on  England's 
fate  in  America  was  sealed.  Sir  Edward  S.  Creasy  has 
rightly  called  this  one  of  the  "  decisive  battles  of  the 
world."  Its  great  immediate  result  was  to  secure  the 
alliance  with  France.  Upon  this  result  the  teacher  and 
class  should  spend  more  force  than  upon  the  details  of 
fighting. 

The  work  of  Franklin  in  France  is  worthy  of  special 
mention.  The  aged  American  philosopher,  simply  and 


THE    TEXT-BOOK  QI 

plainly  dressed,  is  a  picturesque  and  striking  figure  in  the 
brilliant  French  court.  But  what  he  did  for  his  country 
is  still  more  striking.  Hale's  "Franklin  in  France"  we 
heartily  commend  for  teachers'  reading. 

1778-82.  —  IN   THE    NORTH. 

What  to  Teach:  Arnold's  Treason. 

I.  REFERENCES. 

Richardson,  pp.  253-259 :  Anderson,  pp.  192-196 ; 
Ellis,  II.,  pp.  114-130  ;  Irving-Fiske,  pp.  401-421  ;  Cooke's 
Old  Dominion,  pp.  299-307  ;  Bryant,  IV.,  pp.  16-29  ; 
Coffin's  Boys  of  '76,  pp.  303-333  ;  Monroe,  pp.  253-259  ; 
Barnes,  pp.  300-305. 

II.     SPECIAL  TOPICS. 

The  Cruel  Boy  Arnold,  Sparks,  pp.  5,  6,  Champlin's 
Cyclopaedia  of  Persons  and  Places,  p.  66  ;  Champ's  Ad- 
venture, Barnes,  pp.  304,  305  ;  Arnold  after  his  Treason, 
Barnes,  p.  316;  Arnold's  Flight,  Irving-Fiske,  pp.  411- 
413  ;  Andre's  Execution,  Richardson,  pp.  25-29. 

III.     OUTSIDE    READINGS. 

History :  Lossing's  Two  Spies ;  Appleton's  Cyclopaedia 
of  American  Biography,  I.,  pp.  93-96  ;  Markham's  Colonial 
Days,  pp.  387-409  ;  Winsor's  History  of  America,  VI., 
pp.  447-469  ;  Benedict  Arnold,  Fiske's  American  Revolu- 
tion, II.,  pp.  206-243;  Arnold's  The  Life  of  Benedict 
Arnold. 

Biography :  Sparks's  Life  of  Arnold. 

Poetry :  Nathan  Hale,  Finch. 


92  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.     SUGGESTIVE   NOTES. 

In  1776  and  1777  the  English  planned  to  capture  New 
York  and  seize  the  Hudson.  After  the  failure  of  Bur- 
goyne,  however,  they  had  no  definite  plans  except  to  get 
control  of  the  southern  colonies.  When  Burgoyne's  army 
fell  into  the  hands  of  the  Americans,  England  changed 
her  policy  by  repealing  the  tea  duty  and  all  the  obnoxious 
acts  of  1774,  and  admitted  the  principles  of  colonial  inde- 
pendence of  Parliament  laid  down  by  such  men  as  Patrick 
Henry  and  Samuel  Adams.  Up  to  this  time  the  educated 
classes  of  France  had  regarded  the  Americans  in  the 
struggle  with  a  great  deal  of  sympathetic  interest ;  but 
France  as  a  whole  was  quite  willing  to  see  England  and 
America  weaken  each  other  in  the  contest.  When,  how- 
ever, there  appeared  some  prospect  of  reconciliation,  she 
thought  it  time  to  interfere,  selfishly  believing  it  might  be 
to  her  interest  to  establish  friendly  relations  with  a  coun- 
try that  gave  indication  of  commercial  importance  in  the 
future.  The  French  alliance  with  America,  speedily  fol- 
lowed by  war  between  England  and  France,  resulted  early 
in  1778.  This  war  forced  England  to  protect  her  colonies 
and  dependencies  in  different  parts  of  the  world,  and  thus 
weakened  her  in  her  efforts  to  crush  America.  In  1779, 
Spain  declared  war  against  England,  and  in  December, 
1780,  Holland  did  the  same.  In  the  mean  time  Warren 
Hastings  was  busy  in  India  subduing  a  rebellion,  and 
England  had  lost  the  friendship  of  all  neutral  powers  in 


THE    TEXT-BOOK  93 

Europe.  So  we  must  not  be  surprised  that  the  English 
government  did  so  little  in  the  northern  States  in  1778-79. 
During  these  years  the  British  confined  themselves  for  the 
most  part  to  marauding  expeditions,  in  which  they  plun- 
dered and  burned,  by  the  aid  of  their  ships,  the  towns 
along  the  coast,  or,  in  co-operation  with  the  Tories  and 
Indians,  laid  waste  American  homes  and  settlements  on 
the  western  borders.  Lord  George  Germain,  the  Secre- 
tary of  State  for  the  colonies,  was  as  brutal  as  he  was 
contemptible.  His  influence  made  itself  especially  felt 
after  the  first  three  years  of  the  war  in  a  truculent  policy 
that  aimed  to  worry  and  tire  out  the  spirit  of  the  Ameri- 
cans. This  will  largely  explain  the  bloody  massacres  in 
the  north  at  the  hands  of  Joseph  Brant  and  his  Mohawks 
and  the  Cayugas  and  Senecas,  and  also  the  conduct  of 
the  Creeks  and  other  Indians  on  the  border  lands  of  the 
south.  The  Indian  tomahawk  and  scalping-knife  exactly 
suited  the  plans  of  the  wretch,  Lord  Germain,  who  had 
been  some  years  earlier  discharged  from  the  English  army 
for  cowardice. 

We  will  not  pause  to  comment  upon  the  extremely  inter- 
esting chapter  involved  in  Arnold's  treason,  except  to  say 
that  it  may  be  made  a  most  suggestive  and  telling  lesson. 
The  whole  life  of  "Benedict  Arnold,  the  patriot  and 
traitor,"  is  full  of  moral  teaching.  It  is  noteworthy  that 
Arnold,  the  cruel  boy,  became  Arnold,  the  treacherous 
man.  The  part  played  by  Andre  in  this  gloomy  trans- 
action is  pathetic,  and  can  be  made  as  thrilling  as  any  of 


94  A    PATHFINDER    IN    AMERICAN    HISTORY 

Scott's  novels.  We  especially  commend  the  reading  of 
Lossing's  "  Two  Spies  "  for  a  good  account  of  Hale  and 
of  Andre. 

What  to  Teach;  Paper  Money;  Weakness  and  Diffi- 
culties of  Congress;  Revolt  of  the  American  Troops  in 
1781. 

I.  REFERENCES. 

Johnston,  pp.  118,  119;  Irving-Fiske,  p.  371  ;  Barnes, 
pp.  283,  306;  Richardson,  pp.  243,  267,  268;  Ellis,  II., 
pp.  138,  139,  179,  180  ;  Bryant,  IV.,  pp.  50-52  ;  Scudder, 
pp.  202-205. 

II.     SPECIAL   TOPICS. 

Paper  Money,  Johnston,  p.  89,  Barnes,  p,  283  ;  Discon- 
tent in  the  American  Army,  Johnston,  p.  90;  Continental 
Congress  Destitute  of  Power,  Montgomery,  pp.  185,  186. 

III.  OUTSIDE  READINGS. 

History:  Congress  of  the  Revolution,  Greene's  His- 
torical View,  pp.  67-135  ;  The  Army  of  the  Revolution, 
Greene's  Historical  View,  pp.  210-244,  Fiske's  Critical 
Period,  pp.  50-133  ;  Continental  Paper  Money,  Lossing's 
Field  Book  of  the  Revolution,  I.,  pp.  316-321,  II.,  p.  630. 

Biography :   Irving's  Washington. 

IV.  SUGGESTIVE   NOTES. 

We  have  already  referred  to  the  reasons  why  England 
was  able  to  do  no  more  in  the  way  of  aggressive  warfare 
after  1777.  The  United  States  was  equally  incapable,  but 
for  different  reasons.  In  the  first  place,  the  country  was 


THE  TEXT-BOOK  95 

• 
in  point  of  wealth  and  population  decidedly  weak.     The 

military  strength  of  Ohio  to-day  is  quite  equal  to  that  ol 
the  United  States  in  1780.  In  the  second  place,  jealousy 
and  petty  selfishness  prevented  any  jftal  union  among  the 
States.  The  Continental  Congress  rapidly  became  only  a 
shadow  of  government.  In  course  of  time  the  different 
States  heeded  little  the  requisitions  for  money  it  made 
upon  them.  Moreover,  it  must  be  remembered  that  the 
people  were  very  poor.  The  principal  occupations  were 
farming,  fishing,  ship  building,  and  commerce.  The  ab- 
sence of  the  farmer  in  the  army  and  the  desolating  hand 
of  war  greatly  lessened  the  first,  while  the  ubiquitous 
English  cruiser  practically  ruined  the  three  others.  So 
when  the  States  and  the  Continental  Congress  issued 
paper  money,  this  rapidly  depreciated  in  value. 

At  this  point  we  may  just  as  well  give  pupils  more  or 
less  definite  ideas  on  the  subject  of  money.  Here  we  see 
an  illustration  of  one  of  those  merely  incidental  lessons  to 
be  learned  in  the  study  of  wars.  Such  lessons  are  numer- 
ous and  are  of  greater  practical  value  than  much  of  the 
other  knowledge  that  comes  from  the  study  of  military 
details.  The  continental  currency  of  the  Revolution 
consisted  merely  of  promises  to  pay.  Like  all  promises 
they  were  valuable  only  in  so  far  as  people  had  confidence 
in  the  promiser.  The  rapid  decline  in  this  confidence 
was  registered  in  the  rapid  fall  in  value  of  these  promises 
to  pay.  Soon  they  became  worthless ;  and  "  not  worth  a 
continental  "  is  still  applied  to  things  that  have  no  real 
value. 


96  A    PATHFINDER    IN    AMERICAN    HISTORY 

ON    THE    SEA. 

What  to  Teach:  The  American  War  Vessels;  Priva- 
teers; Paul  Jones  and  the  American  Navy;  The  Richard 
and  the  Serapis. 

I.  REFERENCES. 

Anderson,  pp.  187-189;  Bryant,  III.,  pp.  618-623; 
Oilman,  III.,  pp.  43-49  ;  Barnes,  pp.  280-282;  Richard- 
son, pp.  246-250  ;  Bryant,  III.,  pp.  618—623. 

II.     SPECIAL   TOPICS. 

Privateers,  Johnston,  p.  92  ;  John  Paul  Jones,  Champ- 
lin's  Cyclopaedia  of  Persons  and  Places,  pp.  434,  435  ; 
John  Paul  Jones,  Smith's  Famous  Americans,  pp.  151- 
156. 

III.     OUTSIDE   READINGS. 

History:  Privateering  in  the  Revolution,  Weeden's 
Economic  and  Social  History  of  New  England,  pp.  769- 
778;  Brooks's  American  Sailor,  pp.  118-129;  Abbot's 
Blue  Jackets  of  '76,  pp.  83-154;  Cyclopaedia  of  Ameri- 
can Biography,  III.,  pp.  467,  468;  Winsor's  History  of 
America,  VI.,  pp.  563-589  ;  War  on  the  Ocean,  Fiske's 
American  Revolution,  II.,  pp.  116-162  ;  Naval  Operations 
of  the  Revolution,  Lossing's  Field  Book  of  the  Revolu- 
tion, II.,  pp.  637-646. 

Biography  :  Abbot's  Paul  Jones. 

Fiction :  The  Pilot,  Cooper. 


THE    TEXT-BOOK  97 

IV.     SUGGESTIVE  NOTES. 

In  Winsor's  "  History  of  America,"  VI.,  pp.  563-588, 
may  be  found  a  valuable  article  by  Edward  Everett  Hale 
on  "  The  Naval  History  of  the  Revolution."  We  quote 
from  it :  "  The  national  navy  of  the  United  States  was  re- 
duced to  the  very  lowest  terms.  .  .  .  Nor  had  Congress 
much  enthusiasm  for  replacing  them  [the  vessels  that  had 
been  captured  by  England].  In  the  first  place,  Congress 
had  no  money  with  which  to  build  ships,  and  in  the 
second  place  the  alliance  with  France  gave  it  the  use  of 
a  navy  much  more  powerful  than  any  it  could  hope  to 
create.  It  was  also  clear  enough  that  the  great  prizes  to 
be  hoped  for  in  privateering  gave  a  sufficient  inducement 
to  call  out  all  the  force  the  country  had  for  naval  war- 
fare. .  .  .  The  damage  which  the  privateers  inflicted  upon 
the  enemy's  commerce  was  such  that  the  mercantile  classes 
of  England  became  bitterly  opposed  to  the  war.  .  .  . 
Hutchinson,  in  his  diary,  reports  the  belief  that  seventy 
thousand  New  Englanders  were  engaged  in  privateering 
at  one  time.  This  was  probably  an  over-estimate  at  that 
moment.  But  it  is  certain  that,  as  the  war  went  on,  many 
more  than  seventy  thousand  Americans  fought  their  enemy 
upon  the  sea.  On  the  other  hand,  the  reader  knows  that 
there  was  no  time  when  seventy  thousand  men  were 
enrolled  in  the  armies  of  the  United  States  on  shore." 

We  find  in  the  same  article  a  table  compiled  from  a 
report  sent  to  Congress  by  General  Knox  in  1790,  show- 


98  A    PATHFINDER   IN    AMERICAN    HISTORY 

ing  the  number  of  Continental  soldiers  and  militia  in  the 
American  army  each  year  of  the  war.  We  give  it  as 
follows  :  — 

Years.  Continentals.  Militia. 

T775>  27,443  37.623 

1776,  46,891  42,760 

J777>  34>820  33,900 

1778,  32,899  18,153 

'779.  27,699  17,485 

1780,  21,015  21,811 

1781,  33,408  16,048 

1782,  14,256  3,750 

1783,  13,476  No  militia 

Congress  called  for  eighty  thousand  men  in  1777,  which 
was  approximately  the  same  percentage  of  fighting  men 
as  a  million  from  the  north  in  the  Civil  War.  The  table 
above  shows  that  not  half  that  number  were  secured,  yet 
a  million  northern  soldiers  could  be  found  in  the  field  in 
1864.  An  army  of  eighty  thousand  well-trained  soldiers 
in  1777*  could  have  made  short  work  of  the  English  armies 
opposed  to  them. 

Two  or  three  suggestions  arise  out  of  these  facts  and 
figures.  It  was  much  easier  to  get  men  to  engage  in 
privateering  than  to  enlist  in  the  regular  army.  There 
were  perhaps  two  reasons  for  this.  Most  of  the  men 
on  these  privateers  were  fishermen  and  sailors  who,  as  we 
have  already  found,  were  thrown  out  of  employment  by 
English  cruisers.  Privateering,  moreover,  was  far  more 
profitable  than  service  in  an  ill-paid  army.  During  the 


THE    TEXT-BOOK  99 

late  Civil  War  tKe  North  was  really  more  united  and  patri- 
otic than  were  the  people  in  the  time  of  the  Revolution. 
The  Tory  sentiment  was  in  many  quarters  strong  to  the 

last. 

1778-81.       IN    THE    SOUTH. 

What  to  Teach:  British  Plan  to  conquer  the  South; 
Partisan  Warfare  ;  King's  Mountain. 

I.  REFERENCES. 

Barnes,  pp.  287,  296,  312,  313;  Ellis,  II.,  pp.  105-110; 
Coffin's  Boys  of  '76,  pp.  296,  297,  300—302,  360-362  ; 
Irving-Fiske,  pp.  421-427  ;  Anderson,  pp.  182,  183,  189- 
191  ;  Richardson,  pp.  261-264. 

II.     SPECIAL   TOPICS. 

Marion  and  the  British  Officer,  Richardson,  pp.  252, 
253,  Barnes,  pp.  287,  288;  The  Backwoodsmen  from  Ken- 
tucky, Roosevelt's  Winning  the  West,  I.,  pp.  119,  120  ;  The 
Indians  in  the  Revolution,  Roosevelt's  Winning  the  West, 
II.,  pp.  3,  4;  Nancy  Hart,  Barnes,  pp.  291,  292  ;  Marion 
and  Sumter,  Irving-Fiske,  pp.  428,  429. 

III.     OUTSIDE    READINGS. 

History  :  The  Northwest  and  the  Revolution,  Hins- 
dale's  Old  Northwest,  pp.  147-162  ;  King's  Mountain, 
Roosevelt's  Winning  the  West,  pp.  241-294  ;  Appleton's 
Cyclopaedia  of  American  Biography,  IV.,  pp.  207—209  ;  In 


IOO          A    PATHFINDER   IN    AMERICAN    HISTORY 

the  South,  Coffin's  Boys  of  '76,  pp.  289-302,  334-371  ; 
War  in  the  South,  Barnes,  pp.  283-297  ;  Boone  and  the 
Long  Hunters,  Roosevelt's  Winning  the  West,  I.,  pp.  134- 
165  ;  Boone  and  the  Settlement  of  Kentucky,  Roosevelt's 
Winning  the  West,  I.,  pp.  244-271  ;  In  the  Current  of  the 
Revolution,  Roosevelt's  Winning  the  West,  I.,  pp.  272-306  ; 
War  in  the  Northwest,  Roosevelt's  Winning  the  West,  II., 
pp.  1-30  ;  Clark  and  the  Indians,  Roosevelt's  Winning  the 
West,  II.,  pp.  31-90;  What  the  Westerners  had  done 
during  the  Revolution,  Roosevelt's  Winning  the  West,  II., 
pp.  370-390  ;  Winsor's  History  of  America,  VI.,  pp.  469- 
507  ;  The  Indians  and  Border  Warfare,  Winsor's  History 
of  America,  VI.,  pp.  605-647,  710-74-3;  Ellet's  Domestic 
History  of  the  Revolution ;  War  in  the  South,  Fiske's 
American  Revolution,  II.,  pp.  164-205  ;  Charleston  in 
the  Revolution,  Lossing's  Field  Book  of  the  Revolution, 
II.,  pp.  543-575- 

Biography:  Simms's  Life  of  Francis  Marion;  Brant, 
D'Anvers's  Heroes  of  American  Discovery,  pp.  233-253  ; 
Red  Jacket,  D'Anvers's  Heroes  of  American  Discovery, 
pp.  280-288. 

Poetry :  Song  of  Marion's  Men,  Bryant. 

Fiction:  The  Partisan,  Simms. 

IV.     SUGGESTIVE   NOTES. 

V/e  have  commented  upon  the  plans  to  conquer  the 
South  during  the  last  four  years  of  actual  campaigning. 
The  atrocious  character  of  the  civil  war  that  prevailed, 


THE    TEXT-BOOK  IOI 

especially  in  South  Carolina,  during  these  latter  years  of 
the  Revolution,  is  not  generally  well  understood.  The 
work  of  the  partisan  leaders,  Marion,  Sumter,  and  Pick- 
ens,  together  with  that  of  the  brave  and  hardy  back- 
woodsmen of  Kentucky  and  Tennessee,  is  worthy  of 
special  attention.  It  is  by  no  means  advisable  to  go 
into  details  here,  even  when  referring  to  the  brilliant 
strategy  of  General  Greene.  He  was  doubtless  Wash- 
ington's ablest  lieutenant,  and  was  fortunate  in  having  the 
aid  of  Daniel  Morgan,  William  Washington,  and  Henry 
Lee,  the  latter  being  Robert  E.  Lee's  father. 

It  should  be  remembered  that  much  of  this  partisan 
warfare  was  between  patriots  and  Tories  —  in  other  words 
was  really  civil  —  and  was  simply  horrible  in  its  ruthless 
cruelty.  In  the  famous  battle  of  King's  Mountain  — 
which,  by  the  way,  is  graphically  described  in  Roosevelt's 
"  The  Winning  of  the  West  "  —  the  soldiers  on  the  English 
side  were  practically  all  Americans.  Mr.  Roosevelt  has 
done  the  public  great  service  in  his  account  of  Boone  and 
the  settlement  of  Kentucky,  of  the  great  work  of  George 
Rogers  Clark  in  conquering  the  Northwest,  and  of  that 
done  by  John  Sevier,  the  "  lion  of  the  border,"  in  crush- 
ing the  Cherokees  who  were  armed  and  equipped  by 
English  money.  Indeed,  this  whole  field  is  very  attrac- 
tive to  the  student  of  American  history,  but  the  grammar- 
school  teacher  must  not  think  of  going  into  particulars. 
We  refer  to  the  battle  of  King's  Mountain  for  reasons 
already  stated,  and  also  because  it  was  the  Bennington  of 


IO2  A    PATHFINDER    IN    AMERICAN    HISTORY 

Cornwallis  in  the  South.  But  the  thing  of  greatest  inter- 
est in  connection  with  this  semi-civil  war  in  the  South, 
however,  as  illustrating  the  spirit  of  the  Southern  patriots 
in  the  bitter,  bloody,  cruel  struggle,  is  the  work  of  parti- 
san leaders.  Simms  has  portrayed  in  a  vivid  way  the 
nature  of  this  fighting,  and  we  commend  "The  Partisan" 
as  suitable  for  teachers  and  pupils  alike. 

What  to  Teach :  General  Greene  and  Cornwallis  ;  In- 
vasion of  Virginia  by  Arnold  and  Cornwallis;  Washing- 
ton's army  transferred  to  Virginia ;  Surrender  of  Corn- 
wallis. 

I.  REFERENCES. 

Coffin's  Boys  of  '76,  pp.  380-383  ;  Barnes,  pp.  317-323  ; 
Irving-Fiske,  pp.  478-483;  Richardson,  pp.  271-273  ;  An- 
derson, pp.  198-200;  Ellis,  II.,  pp.  149-155;  Bryant,  IV., 
pp.  71-74. 

II.     SPECIAL   TOPICS. 

Arnold  in  Connecticut,  Coffin's  Boys  of  '76,  pp.  376 
—378;  The  Scene  of  the  Surrender,  Barnes,  p.  321; 
General  Greene,  Irving-Fiske,  p.  171  ;  Robert  Morris, 
Smith's  Famous  Americans,  pp.  46-50 ;  Arnold  at  Gro- 
ton,  Drake's  Nooks  and  Corners  of  New  England,  pp. 
426-429. 

III.     OUTSIDE    READINGS. 

History :  Cornwallis  and  the  Boy  La  Fayette  and  the 
surrender  of  Yorktown,  Cooke's  Old  Dominion,  pp.  298- 
334  ;  Greene  in  the  South,  Irving-Fiske,  pp.  430-456  ;  Fort 


THE    TEXT-BOOK  IO3 

Griswold,  Coffin's  Boys  of  '76,  pp.  372-380  ;  Yorktown, 
Coffin's  Boys  of  '76,  pp.  380-395  ;  Yorktown,  Fiske's 
American  Revolution,  II.,  pp.  244-290 ;  Yorktown  and 
the  British  Surrender,  Lossing's  Field  Book  of  the  Revolu- 
tion, II.,  pp.  301-325  ;  Hildreth,  III.,  pp.  362-373  ;  The 
Campaigns  of  the  Revolution,  Greene's  Historical  View, 
pp.  245-280  ;  The  Foreign  Element  of  the  Revolution, 
Greene's  Historical  View,  pp.  282-318  ;  Lippard's  Death- 
bed of  Benedict  Arnold,  in  One  Hundred  Choice  Selec- 
tions, No.  2,  pp.  103-106. 

IV.     SUGGESTIVE   NOTES. 

Cornwallis  was  outgeneralled  by  the  young  La  Fayette 
in  Virginia,  and  Clinton  was  outwitted  by  the  matchless 
strategy  of  Washington  near  New  York.  A  second  time 
an  English  army  and  a  conspicuously  able  English  gen- 
eral fell  into  American  hands.  It  is  somewhat  singular 
that  the  only  two  really  able  generals  England  sent  over 
here  should  have  lost  their  armies.  The  surrender  of 
Cornwallis  was  a  death-blow  to  English  success  in  Amer- 
ica and  to  the  coveted  plans  of  King  George  for  throttling 
cabinet  government.  The  Revolution  secured  indepen- 
dence in  America  ;  it  overthrew  despotism-  in  England. 
In  1784  the  young  William  Pitt  had  become  the  real 
ruler  of  the  English  people. 


IO4          A    PATHFINDER    IN    AMERICAN    HISTORY 

1782-1783:  Closing  Events. 

What  to  Teach :  The  War  brought  to  a  Close  ;  Suspen- 
sion of  Hostilities  ;  Dissatisfaction  in  the  American  Army 
at  Nevvburgh ;  Treaty  of  Peace ;  Disbanding  the  American 
Army. 

I.  REFERENCES. 

Irving-Fiske,  pp.  488,489;  Richardson,  pp.  274-279; 
Ellis,  II.,  pp.  180-186;  Bryant,  IV.,  pp.  83-89;  Scudder, 
pp.  229-232  ;  Johnston,  pp.  99-101. 

II.     SPECIAL  TOPICS. 

Washington's  refusal  to  be  paid  for  his  services  in  the 
Revolution,  Ellis,  II.,  p.  186 ;  Washington  and  the  Angry 
Soldiers,  Ellis,  II.,  pp.  182,  183. 

III.  OUTSIDE  READINGS. 

History:  Heroes  of  the  War,  Scudder's  Short  History, 
pp.  136-149  ;  The  Martyrs  of  the  Revolution,  Greene's 
Historical  View,  pp.  320-357  ;  What  the  War  cost,  Scud- 
der's Short  History,  pp.  239-242  ;  After  the  War,  Scudder's 
Short  History,  pp.  243-250;  The  Birth  of  a  Nation,  Hig- 
ginson's  United  States,  pp.  283-308 ;  The  Results  of 
Yorktown,  Fiske's  Critical  Period,  pp.  1-50 ,  Peace  Nego- 
tiations of  1782-83,  Winsor's  History  of  America,  VII., 
pp.  81-165. 

IV.  SUGGESTIVE  NOTES. 

Teachers  will  find  Fiske's  "  Results  of  Yorktown  "  and 
Jay's  "  The  Peace  Negotiations  "  of  1782-83  highly  sugges- 


THE    TEXT-BOOK  10$ 

tive.  Our  peace  commissioners  in  1783  were  diploma- 
tists of  rare  ability,  and  what  they  did  in  opposition  to  a 
real  European  conspiracy  to  belittle  American  interests  is 
worthy  of  our  lasting  gratitude.  The  work  of  George  Rogers 
Clark  in  the  Northwest  appears  at  its  real  value  when 
studied  in  connection  with  this  treaty.1  It  is  generally 
supposed  that  at  the  close  of  the  Revolution  the  United 
States  held  undisputed  sway  over  the  territory  included 
between  the  Great  Lakes  and  the  Floridas,  and  between 
the  Mississippi  and  the  Atlantic.  A  few  suggestions  to 
the  contrary  may  be  found  by  reading  the  articles  referred 
to  above. 

LIFE    AND   SOCIETY   IN    COLONIAL   TIMES. 

IN  NEW  ENGLAND. 

I.  REFERENCES. 

Drake's  Making  of  New  England,  pp.  231-238  ;  Higgin- 
son's  Young  Folks,  pp.  74-87  ;  Richardson,  pp.  173-178; 
Sanford's  Connecticut,  pp.  115-121  ;  Barnes,  pp.  89-101. 

II.     SPECIAL   TOPICS. 

New  England  Village  on  Sunday,  Higginson's  Young 
Folks,  pp.  75,  76  ;  Going  to  Church,  Sanford's  Connecticut, 
pp.  128-132  ;  Puritan  Dress,  Higginson's  Young  Folks,  p. 
97  ;  Training  Day,  Higginson's  Young  Folks,  p.  78,  Barnes, 

l  See  Roosevek's  able  chapter,  "  What  the  Westerners  had  done  during 
the  Revolution,"  in  "The  Winning  of  the  West,"  II.,  pp.  370-390, 


IO6          A    PATHFINDER    IN    AMERICAN    HISTORY 

p.  96;  Election  Day  Cake,  Sanford's  Connecticut,  pp.  130, 
131  ;  Sabbath  Day  Houses,  Sanford's  Connecticut,  p.  132, 
Abbot's  Revolutionary  Times,  pp.  88,  89  ;  Marriages  and 
Funerals,  Sanford's  Connecticut,  p.  125,  Hollister's  Con- 
necticut, I.,  p.  439  5  Fast  and  Thanksgiving,  Barnes,  pp. 
93,  94;  Tower  Head-dress,  Hollister's  Connecticut,  I.,  p. 
445  ;  Harvard  Customs,  Scudder's  Men  and  Manners,  p.  47. 

III.     OUTSIDE    READINGS. 

History :  Domestic  and  Social  Life  in  Colonial  Times, 
Memorial  History  of  Hartford  County ;  Social  and 
Economic  Conditions  in  New  England  in  1700,  Thwaites's 
Colonies,  1492-1750,  pp.  179-190;  Life  among  the  Pil- 
grims in  New  England,  Drake's  Making  of  New  England, 
pp.  87-103;  The  Meeting  and  Meeting-House,  Weeden's 
Economic  and  Social  History  of  New  England,  pp.  71-75, 
528-530;  Colonial  Travel,  Weeden's  Economic  and  Social 
History  of  New  England,  pp.  110-115,  310-314,  508- 
511 ;  Domestic  Life,  Weeden's  Economic  and  Social  His- 
tory of  New  England,  pp.  213-221  ;  Social  Customs,  Wee- 
den's Economic  and  Social  History  of  New  England,  pp. 
222-230,  410-419,  533-541,  693-699,  804-814,  857-864; 
Effects  of  Puritan  Social  System,  pp.  293-303  ;  Sanford's 
Connecticut,  pp.  122-132  ;  Earle's  Sabbath  Day  in  Puri- 
tan New  England ;  New  England  One  Hundred  Years  Ago, 
S/.  Nicholas,  9:  152;  Scudder's  Men  and  Manners,  pp. 
19-122;  McMaster,  I.,  pp.  11-24,  61-63. 


THE    TEXT-BOOK  IO/ 

IV.    SUGGESTIVE   NOTES. 

"  Life  and  Society  in  Colonial  Times  "  is  worthy  of  a 
prominent  place.  No  subject  will  inspire  more  interest  in 
children  than  this. 

IN  NEW  NETHERLAND  AND  PENNSYLVANIA. 
I.  REFERENCES. 

Higginson's  Young  Folks,  pp.  92-97  ;  Richardson,  pp. 
179-181;  Barnes,  pp.  101-110;  Anderson,  pp.  126-129; 
Wright's  American  History,  pp.  295-299  ;  Barnes's  Brief, 
P-  95- 

II.     SPECIAL   TOPICS. 

Amusements,  Barnes,  p.  107  ;  Furniture,  Higginson's 
Young  Folks,  pp.  90-94;  Indian  Traditions  of  the  Arrival 
of  the  Dutch,  Barber's  New  England,  pp.  103-106  ;  The 
Negro  Tragedy,  Coffin's  Old  Times  in  the  Colonies,  pp. 
357-362. 

III.     OUTSIDE   READINGS. 

History:  Old  Dutch  Times  in  New  York,  Higginson, 
Sf.  Nicholas,  i  :  674;  Scudder's  Men  and  Manners,  pp.  122- 
284;  McMaster,  I.,  pp.  46-48,  51-55,  59,  60,  64-66. 

Fiction:  Knickerbocker's  History  of  New  York,  Irving  ; 
The  Legend  of  Sleepy  Hollow,  Irving's  Sketch  Book  ; 
Dutchman's  Fireside,  Paulding. 


IO8  A    PATHFINDER    IN    AMERICAN    HISTORY 


IN    THE    SOUTH. 
I.     REFERENCES. 

A  Virginian  Plantation,  Scudder's  Washington,- pp.  14- 
20,60-69,  107-118;  Higginson's  Young  Folks,  pp.  117— 
120;  Richardson,  pp.  183-185;  Barnes,  pp.  111-115; 
Coffin's  Old  Times  in  the  Colonies,  pp.  337-349. 

II.     SPECIAL  TOPICS. 

"  Breaking  Ground  on  Bare  Creation,"  Barnes,  pp.  113, 
114;  Style  of  living,  Higginson's  Young  Folks,  pp.  119, 
120;  Indentured  Servants,  Johnston,  pp.  39,  40. 

III.     OUTSIDE    READINGS. 

History:  Social  and  Economic  Conditions  in  the  South 
in  1700,  Thwaites's  Colonies,  1492—1750,  pp.  96-109  ;  A 
Georgia  Plantation,  Century,  21  :  830;  Scudder's  Men  and 
Manners,  pp.  284-313  ;  McMaster,  I.  (Schools),  pp.  26,  27, 
(Virginia),  pp.  72-75,  II.,  pp.  4-14. 

IN    GENERAL. 
I.     REFERENCES. 

Laws  and  Usages  in  Colonies,  Eggleston's  United 
States,  pp.  108-113;  Life  in  Colonial  Times,  Eggleston's 
United  States,  pp.  91-95  ;  Farming  and  Shipping  in  the 
Colonies,  Eggleston's  United  States,  pp.  104-107  ;  Ander- 
son, pp.  119-135;  Montgomery,  pp.  140-145;  Gilman, 
II.,  pp.  138-153  ;  Barnes's  Brief,  pp.  91-97,  i44»  145- 


THE    TEXT-BOOK  IOO, 

II.     SPECIAL   TOPICS. 

Furniture,  Eggleston's  Household  United  States,  pp. 
91,  92 ;  Cooking  Utensils,  Eggleston's  United  States, 
p.  92  ;  Food,  Barnes,  p.  95  ;  Laws  and  Usages,  Eggleston's 
United  States,  p.  109  ;  Dress  just  before  Revolution, 
Richardson,  p.  176;  Shoe  in  Revolutionary  Times,  San- 
ford's  Connecticut,  p.  120  ;  Man's  Dress  in  Revolutionary 
Times,  Richardson,  p.  76  ;  Stage  Coaches,  McMaster,  I.,  pp. 
44-49  ;  Newspapers  in  1784,  McMaster,  I.,  pp.  35—38  ;  Car- 
riage of  Letters,  McMaster,  1.,  pp.  41-43  ;  Farming  and 
Shipping  in  Colonies,  Eggleston's  United  States,  pp.  98- 
102  ;  Bond  Servants  and  Slaves,  Eggleston's  United 
States,  pp.  104-108. 

III.     OUTSIDE   READINGS 

History :  Scudder's  Men  and  Manners  ;  Abbott's  Revo- 
lutionary Times  ;  Century  Magazine,  January,  June,  Octo- 
ber, 1884,  and  April,  July,  1885 ;  Social  and  Economic 
Conditions  in  the  Middle  Colonies,  Thwaites's  Colonies, 
1492-1750,  pp.  218-229;  State  of  America  in  1784, 
McMaster,  I.,  pp.  19-102  ;  Later  Colonial  Times,  Barnes, 
pp.  115-130;  McMaster,  I.,  pp.  27-38,  40-44,  85-101. 

COLONIAL    GOVERNMENT. 

A    FEW    SUGGESTIONS    ON    CHARTS. 

There  are  some  topics  such  as  Slavery,  Indians,  Acquisi- 
tion of  Territory,  Government,  etc.,  that  do  not,  in  their  en- 
tirety, belong  to  any  one  limited  period  of  history.  But 


IIO          A    PATHFINDER    IN    AMERICAN    HISTORY 

when  the  topics  of  any  administration  are  assigned  accord- 
ing to  the  usual  methods  of  teaching  history  topically, 
parts  of  these  large  subjects  are  dealt  with  as  sub-topics, 
and  thus  very  important  subjects  are  studied  piecemeal 
by  the  class,  from  the  beginning  of  history  to  the  end. 
By  such  a  method  pupils  cannot  get  a  connected  and 
comprehensive  knowledge  of  these  subjects  ;  cause  and 
effect  cannot  be  so  forcibly  taught  as  they  could  be  if 
each  one  of  the  topics  were  taught  in  its  entirety,  uninter- 
rupted by  the  consideration  of  other  unrelated  topics. 

With  this  end  in  view  we  have  prepared  diagrams  for 
the  guidance  of  the  teacher.  Generally  it  will  be  found 
more  practicable  to  use  the  diagram  in  reviewing  the  topics 
named  than  for  advance  work,  for  a  previous  considera- 
tion of  many  other  topics  will  be  necessary  before  the 
pupil  can  intelligently  complete  the  study  of  such  a  sub- 
ject as  "  Acquisition  of  Territory." 

The  topic  of  "  Slavery  "  can  be  advantageously  taken 
up  when  the  thirteenth,  fourteenth,  and  fifteenth  amend- 
ments are  reached. 

Charter  Government,  Colonial  Congresses,  Articles  of 
Confederation,  and  Civil  Government  can  best  be  com- 
bined with  the  study  of  the  Constitution  before  Washing- 
ton's administration  is  taught. 

A  word  of  caution  as  to  the  use  of  the  diagram.  Care 
should  be  taken  that  the  pupils  do  not  commit  to  memory 
the  diagram  and  become  satisfied  with  that  as  history. 
The  chart  is  to  be  used  solely  as  a  guide,  in  connection 


THE    TEXT-BOOK  I  1 1 

with  the  indices  of  the  best  text-books,  to  direct  the 
pupil  to  a  logical  study  of  the  subject  under  consideration. 
It  would  be  well  to  require  the  pupils  to  make  out  their 
own  diagrams  under  the  direction  of  the  teacher,  rather 
than  to  let  them  copy  that  of  the  teacher. 

A    FEW   SUGGESTIONS    ON    CIVICS. 

Before  children  can  do  any  intelligent  work  with  the 
charts  to  be  found  on  the  next  few  pages,  it  is  necessary 
that  they  should  receive  some  preparation  in  the  funda- 
mental principles  of  civil  government.  This  training  need 
not  be  elaborate;  on  the  contrary,  it  should  be  quite 
simple,  and  all  well-regulated  schools  will  do  more  or  less 
of  it  every  day.  Children  find  illustrations  of  govern- 
ment in  their  home  life  and  school  life.  Let  them  begin 
with  these  familiar  forms  and  advance  gradually  to  the 
more  complex,  as  exemplified  in  the  government  of  the 
town,  the  State,  and  the  Federal  Union. 

The  debating  society  may  well  find  a  place  in  the  last 
two  years  of  every  grammar-school  curriculum.  Consti- 
tution, by-laws,  orderly  methods  of  conducting  public 
meetings,  the  rights  of  the  majority,  the  reasons  for  due 
notice  of  meetings  being  given,  will  have  a  definite  mean- 
ing to  our  young  people  after  a  year  of  work  in  a  grammar- 
school  debating  club. 

The  conditions  of  good  citizenship  ought  to  be  empha- 
sized, and  children  made  to  understand  that  cleanliness, 
order,  good  manners,  thoroughness,  truth,  honor,  self- 


112  A    PATHFINDER    IN    AMERICAN    HISTORY 

control,  etc.,  add  to  their  personal  value  as  a  part  of 
the  commonwealth  of  the  State.  They  can  be  loyal  to 
their  country  by  making  a  grateful  return  for  what  they 
receive,  and  as  good  citizens  will  show  a  proper  respect 
for  the  rights  and  property  of  others,  for  law,  and  for 
authority. 

Organize  the  class  into  a  town  meeting,  and  allow  them 
to  discuss  questions  in  accordance  with  articles  in  a 
warrant  duly  advertised.  Send  representatives  to  town 
meetings  with  the  purpose  of  their  reporting  the  proceed- 
ings to  the  class.  In  this  way,  step  by  step,  and  by  easy 
gradations,  grammar-school  pupils  may  be  led  to  an 
acquaintance  with  local  institutions.  We  suggest  a  few 
questions  that  may  be  asked,  and  refer  the  teacher  to 
Fiske's  "  Civil  Government "  for  a  large  number  of  other 
questions  and  valuable  helps  in  this  field  of  practical 
politics  for  young  Americans.  Who  is  the  mayor  of  your 
city  ?  Who  is  the  governor  of  your  State  ?  What  political 
party  elected  him  ?  Who  are  the  senators  from  your 
State  ?  What  congressman  represents  you  in  the  lower 
house  ?  What  is  the  rate  of  taxation  in  your  school 
district  ?  How  are  these  taxes  raised  ?  What  do  you 
mean  by  direct  taxes  ?  by  indirect  ?  What  is  meant  by 
protection  ?  by  free  trade  ?  by  reciprocity  ?  How  is  the 
President  of  the  United  States  elected  ?  Let  the  higher 
grammar  grades  nominate  in  due  form  the  presidential 
electors,  and  allow  the  pupils  to  have  an  election. 

After  some  training  along  these  lines  pupils  will  learn 


THE    TEXT-BOOK  11$ 

how  to  grasp  the  meaning  of  the  simple  features  of  the 
Federal  Union  and  its  Constitution.  But  it  would  be 
extremely  unwise  to  require  children  of  thirteen  or  four- 
teen to  learn  the  Constitution  without  some  such  prepara- 
tory work.  In  so  doing  they  get  little  but  words,  and  a 
positive  dislike  for  that  which  we  should  teach  them  to 
honor  and  revere. 

A    FEW    BOOKS   ON   CIVICS. 

We  name  a  few  of  the  best  books  in  this  field  : 

Giffin's  Civics  for  Young  Americans.* 

Dole's  American  Citizen.*     An  excellent  book. 

Nordhoff's  Politics  for  Young  Americans.* 

Fiske's  Civil  Government  in  the  United  States.*  This 
is  especially  good  for  the  historic  development  of  our 
political  institutions. 

The  Old  South  Leaflets  :  *  for  the  most  part  reprints 
from  original  sources. 

Fiske's  Critical  Period  in  American  History. 

Johns  Hopkins  University  Studies. 

Hosmer's  Samuel  Adams  (Town  Meeting). 

Macy's  Our  Government.* 

Dawes's  How  We  Are  Governed.* 

Weeden's  Economic  and  Social  History  of  New  Eng- 
land. 

Alexander  Johnston's  History  of  American  Politics. 

Frothingham's  Rise  of  the  Republic  (Growth  in  Colo- 
nial period). 

*  In  this  list  stars  indicate  books  suitable  for  pupils'  reading. 


r     I  14          A    PATHFINDER    IN    AMERICAN    HISTORY 

Freeman's  Growth  of  the  English  Constitution. 

Bagehot's  English  Constitution. 

Woodrow  Wilson's  Congressional  Government. 

A  careful  reading  by  the  teacher  of  these  last  three  will 
greatly  aid  to  an  appreciative  understanding  of  the  work- 
ing features  of  our  Constitution. 

A.  L.  Lowell's  Essays  on  Government. 

De  Tocqueville's  Democracy  in  America. 

Bryce's  American  Commonwealth. 

Every  teacher  of  American  history  should  read  this 
book. 

Lalor's  Cyclopaedia  of  Political  Science,  Political  Econ- 
omy, and  Political  History  of  the  United  States.  This  is 
almost  invaluable  to  the  teacher  of  United  States  history. 


A    CHART    ON    THE    GOVERNMENT    OF    THE    COLONIES    PRE- 
VIOUS   TO    1781. 

f  Granted  by  whom  ? 
For  what  purpose? 
Charter.  •{    How  different  from  grant  of  land? 

Important  privileges  granted. 
[  Requirements  demanded. 


Government 

of  the 

Colonies 

previous  to 

1781. 


Royal. 


Names  ? 

Officers  and  how  elected  ? 

Government  ? 

Names? 


Division    j 

of 
Colonie 


Prnn  v    J    Omcers  and  now  elected  ? 

Proprietary,  j  How  founded? 
[  Government? 

Names  ? 

Officers  and  how  elected  ? 
,-,,  J   Government. 

<  Compare  Government  with 
that  of  Proprietary  and 
Royal  Colonies. 


THE   TEXT-BOOK 


The  relation  of  the  Assemblies  to  Town  Meetings. 
Samuel  Adams,  the  Father  of  the  Town  Meeting. 

(Colonies  combined. 
Purpose. 
Colonies  denied  admission. 
Why? 

f  Where  ? 

|  Who  the  originator? 
Colonial  Congresses. •{  1754. -{  Purpose? 

I  Why  they  failed? 

[  Connection  with  Indians. 

{Where  ? 
Number  of  Colonies. 
Demands  made  ? 
Relation  to  Stamp  Act. 


Continental 
Congress. 


1774 


How  it  differs  from  previous? 
Growth  of  government. 
j  Non-Importation  Agreement. 
1-81     I  Address  .to  Great  Britain. 

I  Declaration  of  Independence. 

[  Adoption  of  Articles  of  Confederation. 


I.  REFERENCES. 

Bryant,  I.,  pp.  538,  539 ;  New  England  Confederacy, 
Bancroft,  I.,  pp.  291-293  ;  Pennsylvania  Constitution,  Ban- 
croft, I.,  pp.  565-567  ;  Franklin's  Plan  of  Union  (1754), 
Bancroft,  II.,  pp.  385-388  ;  First  Continental  Congress, 
Bancroft,  III.,  pp.  61-77 ;  Eggleston's  United  States, 
PP-  ^^SS- 


II.     SPECIAL  TOPICS. 


Legislation  in  Colonies,   Macy'  s  Our  Government,   p. 
140;  How  the  Colonies  were  governed,  Oilman,  pp.  106- 


Il6          A    PATHFINDER    IN   AMERICAN   HISTORY 

109  ;  First  Prayer  in  Congress,  Watson's  Noble  Deeds, 
pp.  31-35  ;  Colonial  Government,  Montgomery,  pp.  141, 
142  ;  Colonial  Government  in  Massachusetts,  Montgom- 
ery, pp.  83,  84. 


III.    OUTSIDE  READINGS. 

History  :  Gilman's  History  of  the  American  People,  pp. 
195-216;  Government  during  Revolution,  Hildreth,  III., 
pp.  374—382;  Samuel  Adams,  Good  Reading,  pp.  61-98; 
Connecticut  Constitution,  Old  South  Leaflets;  Franklin's 
Plan  of  Union  (1754),  Old  South  Leaflets ;  Frothing- 
ham's  Rise  of  the  Republic ;  Fiske's  Civil  Government  in 
the  United  States,  pp.  140-165. 


A   CHART   ON    THE   GROWTH   OF    UNION   AND   THE   ARTICLES 
OF    CONFEDERATION. 

New  England  Confederation  of  1643. 
Intercolonial  correspondence  and 
Conference  at  Albany  in  1684. 
Franklin  and  the  Albany  Convention  of  1754. 
Bill  of  Rights.  )      6 

Committees  of  Correspondence.  J    '    ->' 
Growth  j  First  Continental  Congress.  ) 

of       -{  Non-Importation  Acts.  >  1774. 


Union. 


Address  to  People  of  Great  Britain. . 
Declaration  of  Rights.     1775. 
Declaration  of  Independence.     1776. 
Adoption  of  Articles  of  Confederation.     1781. 
Annapolis  Convention  of  1786. 
Constitutional  Convention  of  1787. 
First  National  Congress  of  1789. 


THE    TEXT-BOOK 


117 


Articles  of 

Confederation. 

1781-1789. 


Recommended  in  1777. 
Why  delay  in  adoption? 
Relation  to  Northwest  Territory. 

f  Retain  sovereignty. 
I  Instruments  to  execute 
Powers  of  -{      the  decrees  of  Confederation. 
State.    «     Could  not  be  coerced. 

Each  State  had  one  vote. 


All  sovereign  power  to :  — 

Declare  war. 

Make  treaties. 

Send  ambassadors. 

Coin  money. 

Establish  postroads. 

Manage  Indians. 

Sustain  the  Navy. 

Fix  standards  of  weights 

and  measures. 
Nine  States  must  consent. 

Executive  or  Judiciary, 
taxes. 


Articles  of 

Confederation.  < 

1781-1789. 

Powers 

of 

Confederation. 

Limitation 


One  government  to-dav>  thirteen  to-m 
Critical  period  of  American  history. 
Need  of  a  strong  central  government. 


CRITICAL    PERIOD. 

What  to  Teach  :  The  Articles  of  Confederation  ;  Ordi- 
nances of  1787;  Condition  of  the  Country:  Making  of 
the  Constitution  ;  The  Northwest  Territory. 


I.  REFERENCES. 

Higginson's  Young  Folks,  pp.  215-219;  Thalheimer's 
Eclectic,  pp.  180,  181  ;  Barnes,  p.  142  ;  Scudder,  pp.  202- 
204,  243-245  ;  Sheldon  Barnes,  pp.  196-199,  203-207  ; 


Il8          A    PATHFINDER    IN    AMERICAN    HISTORY 

Lossing  (large),  pp.  355-361  ;  Coffin's  Building  the  Nation, 
pp.  17-26  ;  Irving-Fiske,  pp.  492-499  ;  Anderson,  pp.  203- 
206;  Eggleston,  pp.  197-200;  Montgomery,  pp.  185-190; 
Nordhoff's  Politics  for  Young  Americans,  pp.  117-121; 
Oilman,  III.,  pp.  94-100;  Johnston,  pp.  103-109  ;  Froth- 
ingham's  Rise  of  the  Republic,  pp.  569-578  ;  Hildreth, 
III.,  pp.  527,  528. 

II.     SPECIAL  TOPICS. 

Question  of  Western  Lands,  Hildreth,  III.,  pp.  398, 
399  ;  Society  of  Cincinnatus,  Bancroft,  I.,  p.  82  ;  Jealousy 
of  the  States,  Montgomery,  p.  186,  Higginson's  Young 
Folks,  p.  214;  Shay's  Rebellion,  Hale's  Story  of  Massa- 
chusetts, pp.  300-303 ;  Lossing  (large),  p.  353  ;  Paper 
Money,  Richardson,  p.  243  ;  Maryland's  Delay  in  adopting 
Articles  of  Confederation,  Frothingham's  Rise  of  the  Re- 
public, pp.  574,  575,  Johnston,  pp.  139,  140. 

III.     OUTSIDE   READINGS. 

History  :  Fiske's  Critical  Period  ;  Bancroft,  VI.,  pp.  24- 
203  ;  Old  South  Leaflets  ;  Johnston's  American  Politics,  pp. 
3-17  ;  VVinsor's  History  of  America,  VII.,  chap.  iii. ;  Johns- 
ton's American  Orations,  Orations  of  Henry,  Hamilton,  and 
Washington  ;  Lalor's  Cyclopaedia,  pp.  574-577,  606-610  ; 
Johns  Hopkins  University  Series  ;  Hinsdale's  Old  North- 
west ;  Scudder's  Washington,  pp.  206-218  ;  Barber's  New 
England,  pp.  466-469;  Hildreth,  III.,  pp.  395-404. 

What  to  Teach :  The  Confederation  and  the  Federal 
Constitution. 


THE    TEXT-BOOK  I IQ 

I.     REFERENCES. 

Fiske's  War  of  Independence,  pp.  182-193  ;  Articles  of 
Confederation,  Fiske's  Critical  Period,  pp.  93-99  ;  Ordi- 
nance of  1787,  Fiske's  Critical  Period,  pp.  204-206;  Ces- 
sion of  Western  Lands,  Fiske's  Critical  Period,  pp.  192- 
194 

II.     SPECIAL   TOPICS. 

Jealousy  of  States,  Oilman's  American  People,  p.  337  and 
note  ;  The  Northwest  Territory,  Fiske's  American  Inde- 
pendence, p.  188 ;  Foreign  Estimate  of  United  States, 
Fiske's  Critical  Period,  pp.  140,  141  ;  Quarrel  between  Con- 
necticut and  Pennsylvania,  Fiske's  Critical  Period,  pp. 
148-150;  The  New  Hampshire  Grants,  Fiske's  Critical 
Period,  pp.  151-153. 

III.  OUTSIDE    READINGS. 

History:  Northwestern  Land  Claims  and  Cessions, 
Hinsdale's  Old  Northwest,  pp.  192-255  ;  The  Ordinance 
of  1787,  Hinsdale's  Old  Northwest,  pp.  263-280  ;  Lossing's 
Field  Book  of  the  Revolution,  pp.  652-658  ;  Schouler,  I., 
pp.  14-35 ?  Von  Hoist's  Constitutional  History  of  the 
United  States,  1750-1833,  pp.  17-46. 

IV.  SUGGESTIVE    NOTES. 

If  there  is  any  one  period  of  United  States  history 
the  study  of  which  should  make  us  grateful  for  the  bless- 
ings of  a  strong  central  government,  it  is  that  between 
the  dates  1783  and  1789.  It  is  rightly  called  the  Critical 


I2O          A    PATHFINDER    IN    AMERICAN    HISTORY 

Period.  The  horrors  of  the  witchcraft  delusion,  the  butch- 
eries of  the  treacherous  Indians,  the  dark  days  of  Valley 
Forge,  even  the  rebellion  of  the  slave  States,  did  not 
bring  upon  us  as  a  people  such  humiliation  and  drive  us 
so  near  the  verge  of  anarchy  as  did  the  quarrel  and  suici- 
dal legislation  of  the  States  from  the  close  of  the  Revolu- 
tion to  the  beginning  of  Washington's  administration. 

When  the  treaty  of  1783  had  been  agreed  upon  by  the 
agents  of  England,  France,  and  the  United  States,  and 
the  former  colonists  of  England  were  rejoicing  that  they 
were  to  take  their  places  among  the  nations  of  the  world 
as  an  independent  people,  we  had  a  population  of  about 
three  and  a  half  millions,1  a  debt  of  one  hundred  and  sev- 
enty million  dollars,  and  for  the  basis  of  our  national 
government  the  Articles  of  Confederation  whose  organ 
of  legislation  was  the  old  Continental  Congress,  without 
executive  or  judiciary.  This  body  was  composed  of  del- 
egates from  the  thirteen  States,  and  its  delegated  powers 
gave  it  authority  to  declare  war,  send  and  receive  ambas- 
sadors, make  treaties,  adjudicate  disputes  between  States, 
manage  Indian  affairs,  regulate  the  value  of  coin,  fix  stand- 
ards of  weights  and  measures,  control  the  post-office,  es- 
tablish a  navy,  and  to  make  requisition  upon  the  States 
according  to  their  assessed  valuation  for  the  payment  of 
the  expenses  of  the  government.  But  the  power  of  taxa- 
tion —  "  the  most  fundamental  of  all  the  attributes  of  sov- 
ereignty " —  was  not  given  to  Congress,  and  it  could  not 
raise  money,  other  than  what  the  individual  States  chose 

1  This  covers  entire  cost. 


THE    TEXT-BOOK  121 

to  send  in  answer  to  requisition,  either  by  direct  taxation 
or  through  custom-house  duties,  for  the  control  of  com- 
merce was  held  exclusively  by  the  States.  The  States  re- 
fused to  comply  with  the  requests  of  this  powerless  body. 
Requisitions  for  millions  were  answered  by  remittances  of 
a  few  paltry  thousands. 

In  the  treaty  of  Paris  our  commissioners  had  stipulated 
that  Congress  should  recommend  to  the  States  that  all 
debts  due  in  England  from  individuals  in  America  should 
be  paid,  and  that  the  loyalists  should  be  reimbursed  for 
the  loss  of  property  confiscated  during  the  war.  The 
States  refused  to  compel  the  payment  of  these  private 
debts  and  continued  to  legislate  against  the  Tories.  It 
is  not  surprising  that  this  inability  of  Congress  to  compel 
the  States  to  fulfil  treaty  obligations  robbed  us  of  all  re- 
spect from  foreign  nations.  A  government  that  was  dis- 
regarded at  home  could  not  expect  to  win  respect  abroad. 

England  was  quick  to  take  advantage  of  this  weakness 
in  the  national  government,  and  in  1783  she  proclaimed 
an  order  in  council  that  all  trade  between  the  United 
States  and  the  British  West  Indies  must  be  carried  on  in 
English-built  ships.  It  was  in  vain  that  our  minister, 
John  Adams,  threatened  reprisals,  or  tried  to  negotiate 
more  favorable  trade  relations  with  England.  She  knew 
that  Congress  was  powerless  to  control  commerce,  and 
that  we  had  no  trade  privileges  to  offer  that  she  could  not 
take  without  the  grant  of  that  body.  Other  European 
countries  followed  England's  lead,  and  soon  our  commerce, 


122  A    PATHFINDER    IN    AMERICAN    HISTORY 

together  with  ship-building  interests,  was  at  the  mercy  of 
our  rivals.  The  States  largely  interested  in  ship-building 
attempted  to  persuade  the  legislatures  to  retaliate  against 
the  navigation  law  of  England  by  declaring  higher  import 
duties  on  her  trade  ;  but  such  was  the  jealousy  between  the 
States  that  no  agreement  could  be  reached,  and  when  some 
of  the  individual  commonwealths  placed  higher  taxes  on 
goods  brought  in  English  ships,  others,  because  of  greater 
hatred  to  their  neighbors  than  to  England  herself,  let 
English  goods  in  free. 

It  must  be  remembered  that  the  American  Revolution 
was  not  a  war  to  destroy  something,  but  to  keep  some- 
thing, and  that  something  was  the  independence  of  the 
individual  State  ;  therefore,  when  the  war  was  over  the 
patriots  became  supporters  of  the  legislatures  they  had 
saved  rather  than  of  the  Congress  that  the  war  had  created. 
The  ablest  statesmen  preferred  the  offices  of  the  State  to 
those  of  the  general  government,  and  consequently  during 
this  critical  period  Congress  lost  the  prestige  it  had  dur- 
ing the  war  both  at  home  and  abroad.  . 

Rivalry,  discontentment,  and  bitter  hatred  pervaded  the 
new-born  republic.  The  soldiers  complained  that  while 
congressmen  voted  full  pay  to  themselves  they  refused  to 
satisfy  the  prior  claims  of  those  who  had  saved  the  nation. 
Civilians,  on  the  other  hand,  condemned  the  Society  of 
Cincinnati,  especially  its  quality  of  heredity,  as  undemo- 
cratic, and  denounced  it  as  dangerous  to  a  republican 
form  of  government.  Sectional  division  and  hatred  were 


THE    TEXT-BOOK  123 

made  by  the  North's  attempting  to  gain  commercial  advan- 
tage at  the  expense  of  depriving  the  South  of  the  naviga- 
tion of  the  Mississippi  River,  and,  when  the  South  in  reply 
emphatically  said  that  the  Jay-Gardoqui  treaty  should  not 
be,  and  the  control  of  the  river  should  not  pass  to  Spain, 
threats  of  secession  were  heard  in  New  England.  Pioneers 
from  Connecticut  who  had  settled  in  the  beautiful  Wyo- 
ming Valley,  when  suffering  from  famine  and  flood,  were 
cruelly  butchered  by  their  Pennsylvania  enemies.  The 
hated  Yankees  of  Connecticut  and  the  hucksters  of  New 
Jersey  were  driven  from  the  markets  of  New  York  by 
discriminating  duties.  The  Green  Mountain  boys  of  Ver- 
mont had  to  fight  for  their  homes  against  the  encroachments 
of  their  neighbors  on  the  east  and  the  west,  and  during  all 
this  period  this  little  State  had  to  wait  for  admission  to  the 
Union  because  of  these  bitter,  and  sometimes  deadly,  con- 
troversies over  disputed  claims  and  boundaries. 

And  there  was  another  trouble,  broader  and  deeper 
and  more  difficult  to  deal  with  than  the  warfare  of  States. 
It  was  the  financial  problem.  After  the  collapse  of  conti- 
nental currency  in  1780,  no  national  coinage  was  established 
until  1785,  and  none  issued  until  1793.  During  this  period 
French,  English,  Spanish,  and  German  coins,  of  various 
and  uncertain  values,  passed  from  hand  to  hand.  But  the 
general  circulation  of  these  was  of  short  duration,  as  they 
were  either  hoarded  by  the  rich,  or  used  in  payment  of 
foreign  goods,  and  when  once  gone  they  could  not  be  got 
again,  as  we  had  no  commerce  to  exchange  for  them, 


124          A    PATHFINDER    IN    AMERICAN    HISTORY 

Barter  was  resorted  to,  but  this  did  not  satisfy  the  demands 
of  trade,  and  soon  the  cry  for  cheap  money  was  heard  in 
the  land.  The  demand  became  contagious,  and  only  two 
States  —  Connecticut  and  Delaware  —  escaped  the  infec- 
tion. In  Rhode  Island  half  a  million  dollars  were  issued 
in  scrip  and  loaned  to  the  farmers  on  mortgages  of  twice 
the  value  of  the  loan.  Prices  of  merchandise  instantly 
increased.  The  farmers  refused  to  patronize  the  mer- 
chants. The  stores  were  closed.  Attempts  were  made  to 
market  produce  in  Connecticut  and  New  York,  but  these 
avenues  of  trade  were  shut.  The  legislature  issued  an  act 
commanding  every  one  to  take  the  paper  as  an  equivalent 
for  gold.  The  courts  declared  the  act  unconstitutional, 
and  the  paper  dollar  issued  in  May  passed  for  sixteen 
cents  in  November. 

The  refusal  of  the  Massachusetts  legislature  to  grant 
an  issue  of  paper  money  so  enraged  the  advocates  of  such 
an  act  that  the  poor  farmers  under  the  leadership  of 
Daniel  Shay  were  organized  into  an  army  two  thousand 
strong,  which  mobbed  the  arsenal  at  Springfield,  compelled 
the  Supreme  Court  to  adjourn,  and  was  only  stopped  in 
its  mad  course  of  insurrection  by  the  combined  military 
forces  of  the  State. 

This  occurred  in  1787,  the  year  that  the  Federal  Con- 
vention met  to  revise  the  Articles  of  Confederation.  How 
that  convention,  composed  of  delegates  representing  States 
on  the  verge  of  war  with  each  other,  could  make  our 
Constitution,  characterized  by  Mr.  Gladstone  as  "  the 


THE   TEXT-BOOK  12$ 

most  wonderful  work  ever  struck  off  at  a  given  time  by  the 
brain  and  purpose  of  man,"  is  a  marvel.  But  however 
diversified  their  interests  were,  there  was  one  interest  that 
bound  the  delegates  together.  It  was  that  of  the  public 
lands. 

When  in  1777  the  Articles  of  Confederation  were  pro- 
posed, Massachusetts,  Connecticut,  New  York,  and  Vir- 
ginia claimed  all  that  land  lying  north  of  the  Ohio  and 
east  of  the  Mississippi  Rivers,  known  as  the  Northwest 
Territory.1  The  claims  of  Massachusetts  and  Connecticut 
were  based  upon  chartered  rights,  those  of  New  York  upon 
purchase,  while  Virginia  made  the  double  claim  of  char- 
tered rights  and  conquest.  The  possibility  of  four  States 
monopolizing  this  vast  area  to  the  exclusion  of  those 
States  without  western  claims,  meant  the  supremacy  of  the 
large  States  over  the  small,  and  disunion  when  the  war 
should  end.  Maryland  was  wise  enough  to  see  this,  and 
bold  enough  to  proclaim  and  maintain  her  "  pioneer 
thought,"  that  the  western  claims  of  these  individual  States 
should  be  annulled  and  the  Great  Northwest  become  pub- 
lic domain.  She  claimed  that  the  Confederacy  was  at 
war  with  England  in  the  common  interest  of  all  the  States, 
that  Congress  should  have  power  to  fix  boundaries,  and 
that  the  unoccupied  lands  won  by  the  combined  armies  of 
the  Union  should  be  controlled  and  disposed  of  by  Con- 
gress for  the  benefit  of  all.  She  conditioned  her  signing 
the  Articles  of  Confederation  upon  the  release  of  all 

1   It  will  be  remembered  that  these  claims  conflicted  and  overlapped 


126  A    PATHFINDER    IN    AMERICAN    HISTORY 

claims  to  the  Northwest  by  the  individual  States,  and 
alone  she  maintained  this  position  in  the  face  of  threats  to 
make  a  second  Poland  of  the  obstinate  little  State  and 
divide  her  among  her  enemies.  From  1777  to  1781  the 
bitter  fight  continued,  and  in  the  latter  year  New  York 
yielded,  Massachusetts,  Connecticut,  and  Virginia  followed 
her  lead  in  transferring  their  western  possessions  to  Con- 
gress, and  the  Articles  became  the  basis  of  government. 

This  was  an  earnest  of  what  was  to  follow  in  the  Federal 
Convention  when  the  selfish  interest  of  the  States  was 
made  to  yield  by  compromise  to  the  greater  good  of  the 
Union.  This  long  struggle  and  final  victory  of  Maryland 
gave  Congress  the  dignity  of  independent  government  in 
one  place  at  least,  and  she  rose  to  the  occasion  by  giving 
us  the  Ordinance  of  1787,  a  public  document  that  ranks 
second  in  importance  only  to  the  Federal  Constitution. 

The  Federal  Convention  and  the  Constitution  can  be 
intelligently  studied  and  appreciated  only  in  the  light  of 
a  pretty  thorough  knowledge  of  the  great  issues  of  this 
critical  period.  We  refer  to  Professor  Fiske's  "  Critical 
Period  of  American  History,"  B.  A.  Hinsdale's  ';  Old 
Northwest,"  Winsor's  Narrative  and  "  Critical  History," 
VII.,  pp.  215-233,  McMaster,  vol.  I.,  Lalor's  "  Cyclopaedia 
of  Political  Science,''  Bancroft,  vol.  VI.,  Johns  Hopkins 
University  Historical  Studies,  III.,  chap.  i. 


THE    TEXT-BOOK 


127 


A   CHART    ON    THE   CONSTITUTION. 


Constitution 

of  the 
United  States. 


Legislative 
Department. 


Executive 
Department. 


Judicial 
Department. 


f  Eligibility  of 
|  Apportionment. 
House  |  Number. 

of  -I  Represents  what. 

Representatives.      Term  of  office. 
Presiding  officer. 
Census. 


Senate.  « 


f  Eligibility  to  office. 
How  elected. 
Number. 
Term  of  office. 
Represents  what. 
Presiding  officer. 

f  Eligibility. 
|   How  elected. 
President,   j  Term  of  office. 
Vice-Pres't.  1  Oath  of  office. 
I   Impeachment. 
[  Duties  and  powers. 


Cabinet. 


Judges. 


How  chosen. 

Number. 

Term  of  office. 

Duties. 
How  chosen. 
Number. 
Term  of  office. 
How  removable. 


f  Supreme. 
Courts.  -I  Circuit. 
[  District. 


Congress. 


Has  power : 

Time  of  meeting,   f  To  lay  taxes. 
Adjournment.          j  To  coin  money. 
Treason. 
Powers. 
How  a  Bill 
becomes  a 


Law. 


To  regulate  commerce. 
To  naturalize  foreigners. 
To  establish  post-offices. 
To  declare  war. 
To  maintain  arsenals. 
To  maintain  light-houses. 
To  make  new  States. 


128  A    PATHFINDER    IN    AMERICAN    HISTORY 


Commander  of  Army. 
Makes  treaties.  f  Ambassadors. 

President          Appointments  in  )          |   Ministers. 


Appointments  in  )  |   Minister 

Connection  with  /  of  4  Consuls, 

Senate.                   )  Judges. 

Messages.  [  Postmas 


I.  REFERENCES. 

Appleton's  Cyclopaedia  American  Biography,  pp.  696- 
699;  Anderson,  pp.  19-27,  106;  Higginson's  Ameri- 
can Explorers,  chap.  ii.  ;  Scudder,  pp.  10-23;  Irving- 
Fiske,  pp.  492-496  ;  Richardson,  pp.  26-35  '•>  Gilman,  I., 
pp.  39—65  ;  Oilman's  Monroe,  chaps,  i.,  ii.,  iii. 


IMPORTANT   TOPICS    RELATED   TO   THE   CONSTITUTION. 

What  to  Teach:  Disagreement  between  Small  and  Large 
States  as  to  their  Representation  in  Congress;  Influence 
.of  Connecticut  in  Settlement  of  this  Question  ;  Compromise 
between  North  and  South  as  to  Commerce  and  Protection 
of  Slaveholders;  the  Importation,  Enumeration,  and 
Return  of  Runaway  Slaves. 

I.  REFERENCES. 

Eggleston's  Household  United  States,  pp.  194-200  :  Gil- 
man's  American  People,  pp.  337-351  ;  Origin  of  the 
•Constitution,  Macy's  Our  Government,  pp.  164-168  ;  State 
Representation,  Hildreth,  III.,  pp.  485-487 ;  Virginia  vs. 
New  Jersey,  Fiske's  Critical  Period,  pp.  236-249 ;  John- 
ston, pp.  284-294. 


THE    TEXT-BOOK  1 29 

II.     SPECIAL  TOPICS. 

The  Federal  Convention,  Fiske's  War  of  Indepen- 
dence, pp.  190,  191  ;  Opposition  of  the  Anti- Federalists, 
Johnston's  American  Politics,  pp.  15,  16. 

III.     OUTSIDE   READINGS. 
ys 

History :  United  States  History  and  Constitution,  John- 
ston, pp.  79—119;  Morris's  Half  Hours,  II.,  pp.  147-161; 
-Schouler,  I.,  pp.  36-73  ;  Influence  of  Connecticut,  John- 
ston's Connecticut,  pp.  319-332  ;  Frothingham's  Rise  of  the 
Republic,  pp.  589-603  ;  Hildreth,  III.,  pp.  482-526  ;  Ban- 
croft, VI.,  pp.  2 07-474  j'Tiske's  Critical  Period,  pp.  230- 
350;  Eliot,  pp.  248-275  ;  Alton's  Among  the  Lawmakers, 
(Sketches  of  the  Workings  of  Congress  and  of  Congres- 
sional life  by  one  who  was  a  page  for  four  years) ;  Fiske's 
American  Political  Ideas  ;  Fiske's  Federal  Union,  pp.  57- 
100 ;  Von  Hoist's  Constitutional  History  of  the  United 
States,  1750-1833,  pp.  47-63- 

THE  REPUBLIC  BEFORE  THE  CIVIL  WAR 

GEORGE  WASHINGTON'S  ADMINISTRATION.      (TWO  TERMS, 
1789-1797.) 

What  to  Teach  :  Political  Parties  ;  Washington's  Inau- 
guration ;  His  Cabinet ;  How  Money  was  raised  and  Debts 
paid;  The  Whiskey  Rebellion;  Trouble  with  France; 
Jay's  Treaty  with  England ;  Western  Emigration ;  The 
Invention  of  the  Cotton  Gin. 


IJO          A    PATHFINDER    IN    AMERICAN    HISTORY 
I.  REFERENCES. 

Higginson's  Young  Folks,  pp.  220-224;  Scudder,  pp. 
250-254;  Richardson,  pp.  292-294;  Johnston,  pp.  113— 
118;  Montgomery,  pp.  191-199;  Eggleston's  (G.  C.) 
Strange  Stories,  pp.  151-163. 

II.    SPECIAL  TOPICS. 

Washington  on  his  Way  to  New  York,  Higginson's 
Young  Folks,  pp.  217,  218  ;  Celebration  of  the  Adoption 
of  the  Constitution,  Higginson's  Young  Folks,  p.  216  ; 
Washington's  Formality,  Coffin's  Building  the  Nation,  pp. 
35-37  ;  Manners  and  Customs,  Higginson's  Young  Folks, 
pp.  222-224;  The  Bastile  and  the  French  People,  Coffin's 
Building  the  Nation,  pp.  42-45  ;  Daniel  Boone  and  the  In- 
dians, Wright's  American  Progress,  pp.  8-10;  Franklin, 
Higginson's  Young  Folks,  pp.  227,  228  ;  Eli  Whitney  and 
the  Cotton  Gin,  Champlin's  Cyclopaedia  of  Persons  and 
Places  ;  The  Guillotine,  Richardson,  pp.  292,  293  ;  Modes  \f 
of  Travel,  Eggleston's  United  States,  pp.  204,  205  ;  Social 
Observances  in  the  Presidential  Mansion,  Barnes,  p.  343 ; 
Admission  of  Vermont,  Eliot,  pp.  251,  252  ;  Eli  Whitney, 
Smith's  Famous  Americans,  pp.  2-4 ;  Benjamin  Franklin, 
Smith's  Famous  Americans,  pp.  41-46. 

III.    OUTSIDE   READINGS. 

History :  Home  and  Society  in  Washington's  Adminis- 
tration, Eggleston,  pp.  209-212;  The  French  Revolution, 
Coffin's  Building  the  Nation,  pp.  42-56;  Social  Life  in 


THE    TEXT-BOOK  13! 

New  England,  Coffin's  Building  the  Nation,  pp.  78-92 ; 
Social  Life  in  Other  States,  Coffin's  Building  the  Nation, 
pp.  93-111  ;  Daniel  Boone  and  the  West,  Wright's  Ameri- 
can Progress,  pp.  1-40  ;  Daniel  Boone,  Eggleston's  United 
States,  pp.  134-140;  Washington  at  Home,  Irving-Fiske, 
pp.  124-129;  Washington's  Farewell  Address,  Old  South 
Leaflets;  First  Years  of  the  Constitution,  Coffin's  Building 
the  Nation,  pp.  27-41  ;  Teaching  by  Example,  Coffin's 
Building  the  Nation,  pp.  42-57  ;  Forces  of  Civilization, 
Coffin's  Building  the  Nation,  pp.  63-77  !  Our  Country's 
Cradle,  Higginson's  United  States,  pp.  309-332 ;  Eli 
Whitney,  Hale's  Stories  of  Invention,  pp.  219-237  ; 
George  Washington,  Bolton's  Famous  American  States- 
men, pp.  1-38. 

Biography  :  George  Washington  and  Daniel  Boone  (Lee 
&  Shepard's  Famous  Boy  Series) ;  George  Washington 
(Lee  &  Shepard's  Daring  Deeds  Series). 

Poetry:    Ode  for  Washington's  Birthday,  Holmes. 

Fiction :  The  Peasant  and  the  Prince,  Martineau ; 
Tale  of  Two  Cities,  Dickens  ;  In  the  Reign  of  Terror, 
Henty. 

Oratory :  Webster's  Eulogy  on  Washington,  WTebster 
and  His  Masterpieces,  II.,  pp.  247-262  ;  Fisher  Ames  on 
the  British  Treaty  (179.6),  Johnston's  American  Orations, 
I.,  pp.  64-82. 

Readings  in  Contemporaneous  History:  Montgomery's 
French  History  (Louis  XVI.  and  the  French  Revolution), 
pp.  203-234. 


I$2  A    PATHFINDER    IN    AMERICAN    HISTORY 

IV.     SUGGESTIVE   NOTES. 

The  time  from  the  close  of  the  Revolution  to  the  forma- 
tion of  the  Constitution  has  rightly  been  called  the  critical 
period  in  American  history.  It  would  be  a  great  mistake, 
however,  to  suppose  that  1789  terminated  this  period  and 
that  the  adoption  of  the  Constitution  brought  in  its  train 
prosperity  as  well  as  union.  The  republic  was  as  weak  as 
it  was  young,  and  France  and  England  vied  with  each 
other  in  their  efforts  to  use  it  as  a  tool  in  building  up  their 
own  power.  It  had  given  evidence  that  it  would  one  day 
be  great  if  only  it  could  have  an  opportunity  to  develop, 
undisturbed  by  foreign  interference  and  European  com- 
plications, the  natural  resources  its  unrivalled  geographic 
conditions  so  richly  supplied.  A  foreign  traveller,  visiting 
America  at  this  time,  said  he  found  no  Americans :  the 
people  were  all  English  or  French  in  their  sympathies  and 
feelings.  The  dangers  from  foreign  domination  were  in- 
deed great,  but  domestic  troubles  were  almost  equally 
threatening.  It  required  all  the  wisdom  of  Washington  1 
and  the  able  statesmen  co-operating  with  him  to  save  the 
country  from  financial  ruin.  In  the  attitude  our  first  Pres- 
ident took  towards  the  French  Revolution  and  European 
difficulties  in  general,  the  "Monroe  Doctrine"  was  fore- 
shadowed. Washington's  address  2  to  the  people  when  re- 

1  Before  retiring  to  private  life,  Washington,  who  in  the  bitterness  of  the  political 
wrangling  was  slanderously  assailed,  said  he  would  rather  be  in  his  grave  than  be 
President. 

2  Old  South  Leaflets  contain  this  Farewell  Address  entire. 


THE   TEXT-BOOK  133 

tiring  from  the  presidency  is  direct  and  pointed  in  its 
advice  that  Americans  should  not  interfere  in  affairs  dis- 
tinctively European,  nor  European  nations  with  interests 
distinctively  American. 

Grammar-school  pupils  should  learn  something  here  of 
the  French  Revolution  in  its  deeper  significance  and  in- 
fluence. No  pupil  should  go  through  our  public  schools 
in  ignorance  of  the  bearing  upon  history  of  this  great  event 
that  resulted  in  the  slaughter  of  one  million  victims.  Of 
course  details  are  out  of  the  question. 

The  work  of  Alexander  Hamilton  in  raising  money,  the 
western  emigration,  and  the  bearing  upon  history  of  the 
cotton-gin  should  be  clearly  outlined.  Let  "  life  and 
society  "  be  made  prominent. 

Outline  maps  in  the  hands  of  pupils  are  of  great  service 
in  indicating  the  development  of  the  Union.  As  the  States 
are  admitted,  in  the  various  administrations,  the  blank 
spaces  should  be  filled.  Ginn  &  Co.  and  D.  C.  Heath  & 
Co.  publish  such  maps.  Edwin  Shepard,  Camden,  N.J., 
furnishes  a  large  perforated  outline  map  which  may  easily 
be  put  upon  the  board  and  filled  in  with  various  colors  as 
the  class  proceeds  in  the  study.  Johnston's  "History  of 
the  United  States  "  gives  valuable  hints  about  this  work. 
The  free  States  may  have  one  color,  the  slave  another; 
Louisiana,  when  purchased,  may  appear  in  still  another; 
and  so  on. 


134       A  PATHFINDER  IN  AMERICAN  HISTORY 

JOHN  ADAMS'S  ADMINISTRATION.    (ONE  TERM,  1797-1801.) 

What  to  Teach :  Trouble  with  France  ;  Alien  and  Sedi- 
tion Laws ;  Character  of  Adams. 

I.  REFERENCES. 

Johnston,  pp.  119,  122  ;  Scudder,  pp.  274-277  ;  Richard- 
son, pp.  294-296;  Coffin's  Building  the  Nation,  pp.  112- 
118;  Montgomery,  pp.  199-201. 

II.     SPECIAL   TOPICS. 

Hail  Columbia,  Coffin's  Building  the  Nation,  pp.  113— 
115;  Washington  City  in  Adams's  Administration,  Rich- 
ardson, p.  296 ;  The  Election  of  Jefferson,  Johnston's 
American  Politics,  pp.  49,  50. 

III.     OUTSIDE   READINGS. 

History :  Familiar  Letters  of  John  Adams  and  His 
Wife ;  Life  at  the  Close  of  the  Eighteenth  Century, 
Barnes,  pp.  349-353 ;  Political  Parties,  Winsor's  History 
of  America,  VII.,  pp.  267-274;  Johnston's  American  Poli- 
tics, pp.4i-5i. 

Biography:  Mrs.  John  Adams,  Gordon's  Lady  Wash- 
ington to  Mrs.  Cleveland,  pp.  37-60;  John  Adams,  Frost's 
Lives  of  the  Presidents,  pp.  49-64. 

Oratory :  Webster's  Supposed  Speech  of  John  Adams, 
Union  Speaker,  pp.  149-152. 


THE    TEXT-BOOK  135 

IV.    SUGGESTIVE   NOTES. 

Napoleon  Bonaparte  is  referred  to  in  connection  with 
the  troubles  with  France.  A  few  bright  pupils  might  be 
induced  to  read  his  life.  It  is  well  worth  while  to  make 
clear  the  Alien  and  Sedition  laws,  as  they  are  somewhat 
conspicuous  in  their  influence  upon  the  destiny  of  the 
Federal  party  and  in  their  relation  to  the  famous  Virginia 
and  Kentucky  resolutions.  The  true  meaning  of  State 
rights,  and  of  Federal  government,  in  our  complicated 
system,  grammar  pupils  should  understand  well.  Con- 
crete examples  like  this  will  help  them  to  such  an 
understanding. 

THOMAS  JEFFERSON'S  ADMINISTRATION.     (TWO  TERMS, 
1801-1809.) 

What  to  Teach  :  War  with  Tripoli ;  Purchase  of  Loui- 
siana; Lewis  and  Clarke's  Explorations;  The  Right  of 
Search  and  Impressment  of  Seamen  ;  Commercial  Inju- 
ries ;  The  Embargo  and  Non-Intercourse  Acts ;  Aaron 
Burr  ;  Fulton  and  the  Steamboat. 

I.     REFERENCES. 

Coffin's  Building  the  Nation,  pp.  132—137  ;  Barnes,  pp. 
360-365;  Johnston,  pp.-i24-i3o;  Scudder,  pp.  278,  282, 
285-289  ;  Anderson,  pp.  231-240  ;  Richardson,  pp.  301- 
306,  313-316;  Higginson's  Young  Folks,  pp.  235-239; 
Coffin's  Building  the  Nation,  pp.  121-127,  142-144;  Mont- 
gomery, pp.  201-209. 


136  A    PATHFINDER    IN    AMERICAN    HISTORY 

II.     SPECIAL  TOPICS. 

Robert  Fulton,  Champlin's  Cyclopaedia  of  Persons  and 
Places ;  Lewis  and  Clarke,  Richardson,  pp.  298-300 ; 
Smith's  Famous  Americans,  pp.  219-223;  Recapture 
of  Philadelphia,  Coffin's  Building  the  Nation,  pp.  125- 
127  ;  Captives  in  the  Barbary  States,  Wright's  Ameri- 
can Progress,  pp.  44,  45  ;  Republican  Simplicity,  Barnes, 
p.  355  ;  The  Clermont,  Barnes,  p.  366  ;  Impressment  of 
Seamen,  Richardson,  p.  314;  The  Boy  Jefferson,  Bolton's 
Famous  American  Statesmen,  pp.  67-69  ;  Robert  Fulton, 
Smith's  Famous  Americans,  pp.  4-8  ;  Alexander  Hamil- 
ton, Smith's  Famous  Americans,  pp.  52-57. 

III.     OUTSIDE    READINGS. 

History  :  War  with  Algiers,  Coffin's  Building  the  Na- 
tion, pp.  119-130,  McMaster,  III.,  pp.  200-208;  Burr 
and  Hamilton,  McMaster,  III.,  pp.  49-88,  Coffin's  Build- 
ing the  Nation,  pp.  131-141  ;  Wright's  American  Progress, 
pp.  107-116;  The  Barbary  States,  Wright's  American 
Progress,  pp.  41-55 ;  Purchase  of  Louisiana,  Wright's 
American  Progress,  pp.  55-85  ;  Trade  and  Life  in  the 
Administrations  of  Washington,  Adams,  and  Jefferson, 
Sheldon  Barnes,  pp.  220-229  '•>  The  Early  American  Presi- 
dents, Higginson's  United  States,  pp.  333-359  ;  Louisiana, 
'  McMaster,  III.,  pp.  1-88  ;  Free  Trade  and  Sailors'  Rights, 
McMaster,  III.,  pp.  270-278  ;  The  Long  Embargo,  Mc- 
Master, III.,  pp.  279-338 ;  Robert  Fulton,  Hale's  Stories 
of  Invention,  pp.  172—193  ;  Robert  Fulton  and  the  Steam- 


THE    TEXT-BOOK  137 

boat,  Towle's  Heroes  and  Martyrs,  pp.  160-170;  Lewis 
and  Clarke's  Explorations,  D'Anvers's  Heroes  of  Ameri- 
can Discovery,  pp.  184-199  ;  Wright's  American  Progress, 
pp.  86-103. 

Biography  :  Thomas  Jefferson,  Bolton's  Famous  Ameri- 
can Statesmen,  pp.  67-98  ;  Alexander  Hamilton,  Bolton's 
Famous  American  Statesmen,  pp.  99-132  ;  Jefferson, 
Frost's  Lives  of  the  Presidents,  pp.  65-90. 

Fiction:  Philip  Nolan's  Friends,  Hale  ;  The  Man  with- 
out a  Country,  Hale. 

Oratory:  Nott  on  the  Death  of  Alexander  Hamilton 
(1804),  Johnston's  American  Orations,  I.,  pp.  117-128; 
Josiah  Quincy  on  the  Admission  of  Louisiana,  Johnston's 
American  Orations,  I.,  pp.  145-169. 

IV.    SUGGESTIVE   NOTES. 

The  great  event  of  Jefferson's  administration  is  of 
course  the  purchase  of  Louisiana.  It  is  rather  significant 
that  Jefferson,  the  strict  constructionist,  should  have  been 
willing  to  do  that  for  which  there  was  absolutely  no  war- 
rant in  the  Constitution,  viz.,  increase  the  national  domain 
by  the  purchase  of  new  territory.  Yet  he  showed  his  wise 
statesmanship  by  purchasing  Louisiana,  and  defended  his 
act  by  saying  in  effect  that,  after  all,  the  Constitution  was 
only  an  expression  of  the  will  of  the  people,  and  since  the 
great  majority  desired  the  purchase  of  Louisiana  such 
purchase  was  constitutional. 

The  far-reaching  influences  of  the  steamboat  upon  our 


138  A    PATHFINDER    IN    AMERICAN    HISTORY 

commercial  growth  and  upon  western  emigration  may  well 
receive  careful  attention. 

The  conspiracy  of  the  brilliant  Aaron  Burr  and  his 
relations  with  Alexander  Hamilton  are  full  of  interest. 
These  men  present  striking  contrasts.  Alexander  Ham- 
ilton was  an  illustrious  statesman  and  a  noble  citizen  ; 
Aaron  Burr,  a  crafty  politician  and  treacherous  villain. 
The  domineering  spirit  of  England  and  France  is  still 
shown  in  various  ways.  Jefferson  was  not  by  nature  fit 
to  handle  with  ability  foreign  difficulties  that  demanded 
firmness,  and,  possibly,  war.  So  his  management  of 
these  troubles  was  not  highly  creditable  to  himself  nor 
to  the  country.  It  proved  a  serious  blunder  to  retaliate 
upon  two  great  powers  by  passing  the  Embargo  Act,  which 
injured  our  own  growing  commerce  far  more  than  that  of 
our  enemies. 

JAMES  MADISON'S  ADMINISTRATION.      (TWO  TERMS, 

1809-1817.) 

What  to  Teach:  Causes  of  War  of  1812  ;  Tecumseh's  Con- 
spiracy; The  Attitude  of  New  England  toward  the  War; 
The  Political  Parties  of  the  Time  ;  The  British  and 
the  American  Navies ;  The  Constitution  and  Guerriere  ; 
General  Character  of  the  Naval  Duels ;  Perry's  Victory  ; 
McDonough's  Victory  ;  Capture  of  Washington  and  Attack 
on  Baltimore ;  The  Hartford  Convention  ;  Battle  of  New 
Orleans  ;  Growth  of  Manfacturing  Interests  and  the  Tariff; 
Treaty  of  Peace  and  Results  of  the  War. 


THE    TEXT-BOOK  139 

CAUSES    OF    THE   WAR  ;    TECUMSEH's    CONSPIRACY. 
I.     REFERENCES. 

Ellis,  II.,  pp.  257-259  ;  Appleton's  Cyclopaedia  of  Ameri- 
can Biography,  pp.  57,  58  ;  Richardson,  pp.  312-316  ;  Eliot, 
pp.  325,  326 ;  Scudcler,  pp.  282-290 ;  Montgomery,  pp. 
210,  211  ;  Eggleston,  pp.  240—243  ;  Lossing,  pp.  408,  409. 

II.     SPECIAL   TOPICS. 

The  Principal  Theatre  of  the  War,  Johnston,  p.  132  ; 
The  Means  for  the  War,  Eliot,  p.  327  ;  The  Blockade, 
Johnston's  United  States,  pp.  189,  190. 

III.     OUTSIDE    READINGS. 

History:  Making  Ready  for  War,  McMaster,  III.,  pp. 
541-556;  How  there  came  to  be  War  with  England, 
Coffin's  Building  the  Nation,  pp.  142-158  ;  Tecumseh  and 
the  Prophet,  McMaster,  III.,  pp.  525-535  ;  The  Embargo, 
Gay's  Madison,  pp.  264-283  ;  War  with  England,  Gay's 
Madison,  pp.  301-321  ;  War  of  1812,  Schurz's  Henry 
Clay,  I.,  pp.  67-126;  Causes  of  War,  Roosevelt's  Naval 
War  of  1812,  pp.  1-22  ;  President  Madison's  Message  to 
Congress,  Frost's  Lives  of  the  Presidents,  pp.  loi-m  ; 
Wright's  American  Progress,  pp.  130-144. 

Biography:  Mrs.  Madison,  Gordon's  Lady  Washington 
to  Mrs.  Cleveland,  pp.  87-102  ;  Tecumseh,  D'Anvers's 
Heroes  of  American  Discovery,  pp.  255-279  :  Eggleston's 
Tecumseh  ;  Goodrich's  Celebrated  American  Indians,  pp. 


I4O          A    PATHFINDER    IN    AMERICAN    HISTORY 

255-279  ;   Madison,  Frost's  Lives  of  the   Presidents,  pp. 
91-124. 

Oratory:  Henry  Clay  on  the  War  of  1812,  Johnston's 
American  Orations,  I.,  pp.  170-180. 

IV.     SUGGESTIVE    NOTES. 

The  duplicity  of  Napoleon  Bonaparte  brought  its  natural 
result  in  the  declaration  of  war  with  England,  although 
there  was  about  as  much  ground  for  war  with  France. 
Henry  Clay  and  the  young  democracy,  representing  the 
South  and  the  West,  were  eager  to  come  to  blows  with 
England  for  the  humiliating  insults  to  America.  Great 
Britain  persisted  in  the  policy,  inaugurated  by  Lord 
George  Germain  in  the  Revolution,  of  lending  sympathy 
and  material  aid  to  the  Indians  in  their  hostilities  to  the 
settlers,  this  time  in  the  Northwest.  Tecumseh's  con- 
spiracy, therefore,  furnishes  most  valuable  suggestions  on 
the  development  of  the  Indian  question,  and  the  defeat 
of  this  remarkable  chief  decided,  once  for  all,  that  the 
whites  of  the  United  States  were  to  exercise  supremacy  in 
territory  long  the  subject  of  warm  dispute  between  the 
English  and  the  Indians  on  one  side  and  the  Americans  on 
the  other.  This  conspiracy,  then,  as  an  epoch-making 
event,  is  highly  significant. 

New  England  opposed  the  war  as  vigorously  as  the 
South  and  West  favored  it,  and  was  quite  unwilling  to 
lend  support  to  its  prosecution.  The  Hartford  Convention 
was  the  outcome  of  this  feeling.  In  fact,  political  feel- 


THE   TEXT-BOOK  141 

ing  about  the  war  was  intensely  bitter.  The  Federalists, 
strong  in  New  England  and  the  Northern  States,  and  con- 
trolling much  of  the  wealth  of  the  country,  not  only  de- 
nounced the  war  as  a  huge  mistake,  but  held  back  funds 
absolutely  essential  to  vigorous  work  in  the  field.  The 
war  party,  moreover,  was  unfortunate  in  having  Mr.  Madi- 
son, who  was  no  nearer  being  a  model  war  President  than 
Thomas  Jefferson,  as  the  nominal  commander-in-chief  of 
the  American  army.  His  appointments  to  high  official 
.  position  of  politicians  who  were  notably  inefficient  in  disci- 
plining and  managing  troops,  also  contributed  to  make  our 
campaigns  on  the  land  in  the  first  part  of  the  war  a  series 
of  humiliating  blunders,  demoralizing  alike  to  the  army 
and  to  the  people.  It  was  only  after  the  treaty  of  peace 
had  already  been  signed  that  "  Old  Hickory,"  the  hero  of 
New  Orleans,  convinced  the  Americans  and  the  world  of 
the  superiority  of  our  land  forces  when  led  by  a  brave 
and  able  general.1  The  moral  influence  of  this  battle,  in 
reviving  a  spirit  of  confidence  in  our  military  prowess,  was 
its  best  result. 

But  while  the  land  forces  of  the  Americans  were  meet- 
ing with  defeat,  their  navy  was  astonishing  the  world  by 
its  brilliant  victories.  Although  at  the  beginning  of  the 
war  this  little  navy  had  but  twelve  vessels,  and  the  English 
one  thousand  and  sixty,  the  Americans  won  naval  duel 
after  naval  duel.  In  our  topics  we  refer  to  one  of  these, 

1  Of  course  some  bravery  and  military  efficiency  had  been  shown  before  that, 
for  example  at  Baltimore  and  at  the  battle  of  the  Thames.  But  such  battles  were 
exceptional. 


142          A    PATHFINDER    IN    AMERICAN    HISTORY 

which  serves,  for  recitation  purposes,  as  a  type  for  all  the 
rest.  We  also  refer  to  Perry's  victory,  in  many  respects 
phenomenal  and  certainly  worthy  of  the  closest  study, 
and  McDonough's  victory,  as  also  showing  the  superiority 
of  American  seamanship  in  naval  battles. 

It  will  be  noticed,  no  doubt,  that  practically  all  the 
fighting  on  land  was  near  the  borders  or  the  coast.  It 
will  also  be  noticed  that  the  battle  of  Lake  Champlain  was 
the  result  of  the  old  familiar  effort  of  England  to  conquer 
and  occupy  the  Hudson  valley ;  that  about  the  same  time 
the  attempt  to  carry  out  this  scheme  was  tried  the  British 
attacked  Washington  and  Baltimore;  and  that,  simultane- 
ously with  these  movements,  a  strenuous  effort  was  made 
to  capture  New  Orleans  and  thus  to  come  into  control  of 
the  lower  Mississippi. 

The  necessary  growth  of  manufacturing  in  this  country 
during  the  period  when  intercourse  with  England  was 
stopped  by  the  embargo  and  the  war,  led  to  the  establish- 
ment of  manufacturing  in  the  United  States.  The  war 
which  made  the  United  States  independent  of  England  in 
the  matter  of  manufacturing,  and  which  enabled  this  country 
to  throw  aside  forever  the  degrading  restraints  England 
had  forcibly  imposed  upon  American  seamen  and  Ameri- 
can commerce,  may  rightly  be  called  the  "  Second  War  of 
Independence."  A  protective  tariff  introduced  soon  after 
the  close  of  this  war  was  necessary  to  foster  the  infant 
industries  in  America. 

We  call   attention  to  the  small  number  of  battles  re- 


THE    TEXT-BOOK  143 

ferred  to  in  our  topics  on  this  war.  Even  in  these  few, 
teachers  should  avoid  military  details,  and  make  the  per- 
sonality of  such  men  as  Oliver  Perry  and  Andrew  Jackson 
stand  out. 

For  reliable  matter  on  the  causes  and  general  conduct 
of  this  war  we  refer  the  teachers  to  Henry  Clay  (American 
Statesmen  Series),  I.,  pp.  67-125,  and  James  Madison 
(same  series),  pp.  264-320. 

What  to  Teach:  The  Attitude  of  New  England  toward 
the  War;  The  Political  Parties  of  the  Time  ;  The  British 
and  the  American  Navies  ;  The  Constitution  and  Guerriere. 

1.  REFERENCES. 

Richardson,  pp.  320-324;  Johnston's  United  States.,  pp. 
191,  192;  Winsor's  History  of  America,  pp.  341-343; 
Montgomery,  pp.  213,  214;  Anderson,  pp.  245,  246;  Cof- 
tin's  Building  the  Nation,  pp.  160-164. 

II.    SPECIAL  TOPICS. 

Dislike  of  the  War  in  England,  Johnston,  p.  133;  The 
Army  and  Navy,  Johnston,  p.  132  ;  The  British  Navy, 
Johnston,  p.  136;  The  American  Navy,  Johnston,  p.  136; 
Courage  of  American  Seamen  in  Battle,  Eggleston's 
United  States,  p.  247;  The  Blockade,  Johnston,  p.  134; 
Naval  Victories,  Johnston,  p.  137  ;  Chesapeake  and  Shan- 
non, Richardson,  pp.  326,  327. 


144          A    PATHFINDER    l.\    AMERICAN    HISTORV 
III.    OUTSIDE   READINGS. 

History  :  Hildreth,  III.,  pp.  313-325,  452-454 ;  Winsor's 
History  of  America,  VII.,  pp.  274-280;  Johnston's  Amer- 
ican Politics,  pp.  69-82  ;  Lalor's  Cyclopaedia,  II.,  p.  171. 

Poetry:  Old  Ironsides,  Holmes;  The  Lost  War-Sloop, 
Proctor. 

What  to  Teach :  General  Character  of  the  Naval  Duels ; 
Perry's  Victor)-. 

I.     REFERENCES. 

Coffin's  Building  the  Nation,  pp.  187-193  ;  Barnes,  pp. 
383-387;  Richardson,  pp.  328-331;  Barnes's  Brief,  pp. 
161-163;  Anderson,  pp.  248-250;  Montgomery,  pp.  214, 
215. 

II.     SPECIAL  TOPICS. 

Appleton's  Cyclopaedia  American  Biography.  IV.,  pp. 
735?  736  ;  Rebecca  and  Abigail  Bates  and  their  Drum  and 
Fife,  Coffin's  Building  the  Nation,  pp.  185,  186. 

III.     OUTSIDE   READINGS. 

History:  The  War,  Scudder,  pp.  295-300;  On  the 
Ocean  in  1812,  Roosevelt's  Naval  War  of  1812,  pp.  72- 
139;  On  the  Lakes  in  1813,  Roosevelt's  Naval  War  of 
1812,  pp.  221-284;  Burnham's  Struggles  of  the  Nations, 
PP-  5 *  2-518. 

What  to  Teach:  McDonough's  Victory;  Capture  of 
Washington  and  the  Attack  on  Baltimore. 


THE   TEXT-BOOK.  145 

I.     REFERENCES. 

Coffin's  Building  the  Nation,  pp.  200-206  ;  Richardson, 
PP-  333-337,  339-341  ;  Barnes,  pp.  392-395  ;  Anderson, 
pp.  254.  255  ;  Winsor's  History  of  America,  VII..  pp.  396— 
403;  Hildreth.  III.,  pp.  515—517;  Eliot,  pp.  334-336; 
Ellis,  II.,  pp.  286,  287. 

II.     SPECIAL  TOPICS. 

McDonough.  Barnes,  p.  393  ;  The  Star-spangled  Ban- 
ner, Richardson,  pp.  337,  338  ;  Slaves  made  Soldiers  by 
the  British,  Ellis,  p.  286. 

III.     OUTSIDE   READINGS. 

History:  On  the  Lakes  in  1814,  Roosevelt's  Naval  War 
of  1812,  pp.  284-353;  Hildreth,  III.,  pp.  499-512. 

Poetry:  The  Star-spangled  Banner,  Key;  The  Ameri- 
can Flag,  Drake  (Bryant's  Library  of  Poetry  and  Song) ; 
God  save  the  Flag,  Holmes;  Union  and  Liberty,  Holmes; 
Columbia  the  Land  of  the  Brave,  Shaw  ;  The  American 
Flag,  Curtis,  Union  Speaker,  pp.  411,  412. 

What  to  Teach :  The  Hartford  Convention ;  Battle  of 
New  Orleans;  Growth  of  Manufacturing  Interests  and  the 
tariff;  Treaty  of  Peace  and  Results  of  the  War. 

I.  REFERENCES. 

Richardson,  pp.  341,344;  Eliot,  pp.  338-341  ;  Ellis,  II., 
pp.  289-293 ;  Anderson,  pp.  255-257  ;  Barnes,  pp.  396, 
397  ;  Coffin's  Building  the  Nation,  pp.  225-228. 


[46          A    PATHFINDER    IN    AMERICAN    HISTORY 


II.    SPECIAL    TOPICS. 

Jackson's  Severity,  Ellis,  II.,  pp.  289-293  ;  End  of 
England's  Claim  to  Right  of  Search,  Frost's  Lives  of  the 
Presidents,  pp.  417-419;  The  American  Colonization 
Society,  Taylor's  Model  History,  pp.  178,  179. 

III.     OUTSIDE    READINGS. 

History:  General  View  of  the  War,  Johnston,  pp.  131- 
141  ;  The  War,  Wright's  American  Progress,  pp.  130-145  ; 
Hildreth,  III.,  pp.  532-565  ;  Second  War  of  Independence, 
Higginson's  United  States,  pp.  360-380. 

Fiction:  Signal  Boys,  Captain  Sam,  Big  Brother,  by  G. 
C.  Eggleston. 

JAMES  MONROE'S  ADMINISTRATION.     (TWO  TERMS,  1817- 

1825.) 

What  to  Teach:  War  with  the  Seminoles  and  the 
Purchase  of  Florida ;  The  Missouri  Compromise ;  The 
National  Road  ;  The  Monroe  Doctrine ;  LaFayette's 
Visit  and  Mount  Vernon. 

I.  REFERENCES. 

Johnston,  pp.  142-149;  Wright's  American  Progress,  pp. 
145-158;  Higginson's  Young  Folks,  pp.  252-258  ;  Mont- 
gomery, pp.  220-228;  Coffin's  Building  the  Nation,  pp. 
244-250;  Scudder,  pp.  305-309. 


THE    TEXT-BOOK  147 

II.    SPECIAL  TOPICS. 

Visit  of  LaFayette,  Richardson,  p.  347 ;  The  Erie 
Canal,  Coffin's  Building  the  Nation,  pp.  239-242  ;  Immi- 
gration from  Europe,  Higginson's  Young  Folks,  p.  253  ; 
The  National  Road,  Montgomery,  pp.  226,  227. 

III.  OUTSIDE   READINGS. 

History:  From  1817  to  1825,  Coffin's  Building  the 
Nation,  pp.  232-246 ;  Purchase  of  Florida,  Wright's 
American  Progress,  pp.  145-158  ;  Story  of  Slavery, 
Wright's  American  Progress,  pp.  159-178  ;  The  Era  of 
Good  Feeling,  Higginson's  United  States,  pp.  381-405; 
The  Monroe  Doctrine,  Oilman's  Monroe,  pp.  156-175; 
Slavery  and  the  Missouri  Compromise,  Schurz's  Henry 
Clay,  II.,  pp.  69-95,  150-203. 

Biography:  Monroe,  Frost's  Lives  of  the  Presidents, 
PP.  125-138. 

IV.  SUGGESTIVE    NOTES. 

The  Missouri  Compromise  and  the  purchase  of  Florida 
were  both  brought  about  in  the  interests  of  the  slave-hold- 
ers. During  the  War  of  1812  the  government  found  great 
difficulty  in  reaching  the  national  troops  with  provisions 
and  other  military  supplies.  Western  emigration  also 
called  for  easier  communication  with  the  regions  beyond 
the  Alleghany  Mountains.  The  national  road  was  the 
result.  The  Monroe  doctrine,  foreshadowed  in  Washing- 
ton's administration,  deserves  special  comment.  It  was 
violated  by  Napoleon  III.  during  the  Civil  War. 


148          A    PATHFINDER    IN    AMERICAN    HISTORY 

JOHN  QUINCY  ADAMS'S  ADMINISTRATION.     (ONE  TERM, 
1825-1829.) 

What  to  Teach  :  The  Erie  Canal ;  Breaking  Ground  for 
the  First  Passenger  Railroad  in  America ;  The  First  Suc- 
cessful Temperance  Society. 

I.  REFERENCES. 

Richardson,  pp.  358-361  ;  Coffin's  Building  the  Nation, 
pp.  246-250;  Montgomery,  pp.  229-234;  Taylor's  Model 
History,  pp.  190-198 ;  Eliot,  pp.  360-362  ;  Higginson's 
Young  Folks,  pp.  259-262 ;  Johnston's  American  Politics, 
pp.  96-101. 

II.   SPECIAL  TOPICS. 

Growth  of  the  Country,  Johnston,  p.  151  ;  The  Erie 
Canal,  Montgomery,  pp.  229-231  ;  The  First  American 
Locomotive,  Montgomery,  p.  232  ;  De  Witt  Clinton, 
Smith's  Famous  Americans,  pp.  75-77. 

III.     OUTSIDE    READINGS. 

History:  The  Progress  of  Temperance,  Coffin's  Build- 
ing the  Nation,  pp.  271-281  ;  George  Stephenson  and  the 
Locomotive,  Hale's  Stones  of  Invention,  pp.  193-219  ; 
Appleton's  Cyclopaedia  of  American  Biography,  I.,  pp.  24- 
28 ;  George  Stephenson,  the  Inventor  of  the  Railway 
Locomotive,  Towle's  Heroes  and  Martyrs,  pp.  141-151. 

Biography:  J.  Q.  Adams,  Frost's  Lives  of  the  Presi- 


THE    TEXT-BOOK  149 

dents,  pp.  139-186;  LaFayette  (Lee  &  Shepard's  Daring 
Deeds  Series). 

Poem :   Birthday  of  Daniel  Webster,  Holmes. 

Oratory:  Webster's  Bunker  Hill  Monument  Oration, 
Teft's  Webster  and  His  Masterpieces,  II.,  pp.  157-179  ; 
Webster's  Oration  on  Death  of  Adams  and  Jefferson, 
Teft's  \Vebster  and  His  Masterpieces,  II.,  pp.  183-225  ; 
Adams  and  Jefferson,  Union  Speaker,  p.  113. 

IV.     SUGGESTIVE   NOTES. 

Clinton's  Big  Ditch  is  one  of  those  giant  industrial 
agencies  whose  influence  upon  the  commercial  develop- 
ment of  the  United  States  is  not  easily  estimated.  By 
discussing  such  questions  in  their  various  relations  pupils 
will  develop  real  mental  strength  and  will  be  stimulated 
and  trained  to  think  about  the  great  social  and  economic 
problems  that  they  must  in  time  help  to  solve.  They  will 
keenly  enjoy  this  work,  because  it  brings  them  in  touch 
with  life  outside  the  school-room.  The  railroad  and  the 
first  successful  temperance  society  are  in  the  same  way 
associated  with  those  larger  social  interests  which  boys 
and  girls  should  feel  a  personal  interest  in.  They  are 
receiving  a  liberal  education  when  their  intellectual  and 
spiritual  horizon  is  widened  and  they  begin  to  realize  that 
they  have  a  measure  of  responsibility  in  determining  what 
shall  be  the  changes  wrought  in  the  complex  economic 
organization  of  the  present.  One  of  the  pleasing  results 
of  teaching  history  comes  from  the  perceptible  growth  of 


I5O          A    PATHFINDER    IN    AMERICAN    HISTORY 

pupils  as  an  outcome  of  such  discussions  as  we  have  sug- 
gested. This  work  is  in  the  highest  sense  practical,  as  we 
know  from  experience,  and  shows  the  absurdity  of  the 
position  taken  by  those  who  regard  history  as  a  mere 
matter  of  reading  and  memoriter  recitation. 

ANDREW  JACKSON'S  ADMINISTRATION.     (TWO  TERMS, 
1829-1837.) 

What  to  Teach:  President  Jackson  and  the  Civil  Ser- 
vice ;  William  Lloyd  Garrison  and  the  Anti-Slavery  Move- 
ment ;  The  Abolitionists ;  The  Tariff ;  Johji-C*_CjLlhoun 
and  Nullification;  Webster  andjJie.TJn ion  ;  Henry  Clay, 
the  Great  Peacemaker;  Extension  of  the  Railroad;  The 
Cherokees  and  Seminoles  ;  The  United  States  Bank. 

I.  REFERENCES 

Richardson,  pp.  345,  358-361,  363,  364;  Scudder,  pp. 
93>  94»  3°9~3I3>  329~334i  Coffin's  Building  the  Nation, 
pp.  246-250;  Champlin,  pp.  12-16;  Wright's  American 
Progress,  pp.  191-196,  199-208;  Eggleston's  United 
States,  pp.  271-275  ;  Higginson's  Young  Folks,  pp.  259- 
265  ;  Anderson,  pp.  268-272  ;  Montgomery,  pp.  234-246 ; 
Johnston,  pp.  153,  154. 

II.    SPECIAL   TOPICS. 

Character  of  Andrew  Jackson,  Eggleston's  First  Book, 
pp.  153-161,  Barnes,  pp.  418,  419  ;  Effects  of  the  Rail- 
road, Johnston,  p.  154;  Benjamin  Lundy  and  William 


THE    TEXT-BOOK  15! 

Lloyd  Garrison,  Coffin's  Building  the  Nation,  pp.  286, 
287  ;  Colored  School  in  New  Haven,  Coffin's  Building  the 
Nation,  pp.  288,  289  ;  Prudence  Cranclall,  Coffin's  Building 
the  Nation,  pp.  289,  290;  The  Slave  Trade,  Richardson, 
pp.  406,  407  ;  Slavery  in  the  Constitution,  Richardson,  pp. 
407,  408  ;  Extravagance  of  the  Planters,  Richardson,  pp. 
409,  410;  Three  Classes  in  the  South,  Richardson,  p.  412  ; 
The  First  Abolitionist,  Richardson,  p.  413  ;  William  Lloyd 
Garrison  and  Lovejoy,  Richardson,  pp.  413,  414;  The 
Planters'  Side,  Richardson,  p.  415  ;  Osceola,  Wright's  Amer- 
ican Progress,  pp.  199-208 ;  Frost's  Mill  Boy  of  the  Slashes, 
Bolton's  Famous  American  Statesmen,  pp.  230-233 ; 
Jackson's  Influence,  Johnston,  p.  163  ;  The  Boy  Daniel 
\Vebster,  Bolton's  Famous  American  Statesmen,  pp.  179- 
181  ;  William  Lloyd  Garrison,  Smith's  Famous  Americans, 
pp.  252-257  ;  Henry  Clay,  Smith's  Famous  Americans,  pp. 
78-82  ;  Webster,  Smith's  Famous  Americans,  pp.  82-87  > 
Calhoun,  Smith's  Famous  Americans,  pp.  90-95  ;  Jackson, 
Smith's  Famous  Americans,  pp.  156-160. 

III.     OUTSIDE   READINGS. 

History :  The  Story  of  Slavery,  Wright's  American  Prog- 
ress, pp.  159-179;  The  System  of  Slavery,  Scudder,  pp. 
319-329;  Stephenson  and  the  Railroad,  Wright's  Ameri- 
can Progress,  pp.  183-191  ;  The  Story  of  the  Railroad, 
Wright's  American  Progress,  pp.  179-199  ;  Andrew  Jack- 
son, Eggleston's  First  Book,  pp.  153-160 ;  Prejudice 
against  Color,  Coffin's  Building  the  Nation,  pp.  282- 


152          A    PATHFINDER    IN    AMERICAN    HISTORY 

290  ;  Beginning  of  a  Great  Movement,  Coffin's  Building 
the  Nation,  pp.  305—313;  Eggleston's  Cyclopaedia  of 
American  Biography,  III.,  pp.  373-384;  Old  Hickory, 
Higginson's  United  States,  pp.  431-455  ;  Andrew  Jack- 
son, Bolton's  Famous  American  Statesmen,  pp.  133-176; 
Daniel  Webster,  Bolton's  Famous  American  Statesmen, 
pp.  177-229 ;  Henry  Clay,  Bolton's  Famous  American 
Statesmen,  pp.  230-267  ;  Hayne  and  Nullification,  Daniel 
Webster,  Lodge's  Daniel  W7ebster,  pp.  154-205  ;  Nullifi- 
cation, Sumner's  Andrew  Jackson,  pp.  207-224;  The 
Bank,  Sumner's  Andrew  Jackson,  pp.  224-250;  The 
African  Slave-trade  (1708-1764),  Weeden's  Economic  and 
Social  History  of  New  England,  pp.  449-472  ;  The  Youth 
of  Webster,  Teft's  Webster  and  his  Masterpieces,  I.,  pp. 
29-47. 

Biography:  Andrew  Jackson  (Lee  &  Shepard's  Old 
Rough  and  Ready  Series) ;  Henry  Clay  (same  series) ; 
Daniel  Webster  (same  series) ;  Life  and  Times  of  Wen- 
dell Phillips  (Lee  &  Shepard). 

Poetry:  The  Seminole's  Reply,  Patten,  Union  Speaker, 
pp.  261,  262. 

Oratory :  Webster's  Reply  to  Hayne,  Teft's  Webster  and 
His  Masterpieces,  II.,  pp.  325-416  ;  His  Reply  to  Calhoun, 
"  The  Constitution  not  a  Compact,"  Teft's  We'v  ter  and 
His  Masterpieces,  II.,  pp.  419-485  ;  Calhoun  or.  Nullifica- 
tion, Johnston's  American  Orations,  I.,  pp.  196-212; 
Hayne  and  Webster,  Johnston's  American  Orations,  I., 
pp.  196-229, 


THE    TEXT-BOOK  153 

IV.     SUGGESTIVE    NOTES. 

r_We  cannot  here  comment  upon  the  unique  personality 
of  Andrew  Jackson,  who  was  a  strange  compound  of 
strength  and  weakness.  He  was  the  first  president  to 
apply  in  national  politics  the  maxim  that  "to  the  victor 
belong  the  spoils."  This  topic  should  be  connected  with 
the  present  agitation  for  civil  service  reform  in  this  coun- 
try. It  seems  to  us  that  pupils  should  understand,  in  so 
far  as  they  can  at  their  age,  what  civil  service  reform 
means.  The  tariff  is  another  of  those  vital  questions  of 
the  day.  Its  connection  with  "  State  Rights  and  Nullifi- 
cation," and  with  the  great  debate  between  Webster  and 
Hayne,  makes  it  of  special  interest  in  Jackson's  adminis- 
tration. If  a  part  of  the  class  will  represent  South  Caro- 
lina planters  and  the  rest  New  England  manufacturers, 
a  live  debate  will  be  the  result  among  bright  pupils.  We 
again  caution  teachers  against  too  much  freedom  in  ex- 
pressing their  opinions  and  prejudices.  Such  expression 
deprives  pupils  of  the  invigorating  stimulus  that  comes 
from  original  investigation.  Teachers  may  well  withhold 
their  own  views  until  the  pupils  have  been  given  an  oppor- 
tunity to  do,  in  their  simple  way  of  course,  some  thinking 
for  themselves.  Henry  Clay,  "  the  peacemaker,"  John  C. 
Calhoun,  the  exponent  of  slavery,  and  Daniel  Webster,  the 
distinguished  teacher  of  nationality  and  union,  were  a 
remarkable  trio  of  great  statesmen,  whose  biographies 
deserve  to  be  'read  by  all  Americans.  The  heroic  struggle 


I  54          A    PATHFINDER    IN    AMERICAN    HISTORY 

made  by  William  Lloyd  Garrison,  Benjamin  Lundy,  John 
Quincy  Adams,  Wendell  Phillips,  John  G.  Whittier,  and 
other  large-hearted  abolitionists  who  sacrificed  reputation, 
worldly  fortune,  and  personal  friendships  in  behalf  of  the 
slave,  opened  at  this  time  a  new  chapter  in  the  slavery 
question.  In  our  special  topics  we  introduce  the  "  Colored 
School  in  New  Haven,"  "Prudence  Crandall,"  a  refer- 
ence to  the  mobbing  of  William  Lloyd  Garrison  in  Boston, 
and  the  murder  of  Lovejoy  in  Illinois,  to  indicate  the  feel- 
ings in  the  North  toward  slavery  at  this  time.  This 
feeling  in  the  North  within  less  than  thirty  years  from  the 
attack  on  Sumter  points  out  the  phenomenal  achievement 
of  the  few  despised  "fanatical  "  (?)  abolitionists  in  mould- 
ing public  sentiment.  These  men  and  women,  a  mere 
handful  for  many  gloomy,  trying  years,  accomplished  a 
truly  wonderful  work.  We  suggest  that  only  a  little  be 
attempted  on  the  "United  States  Bank,"  a  topic  present- 
ing great  difficulties  to  young  minds. 

It  may  be  thought  that  we  give  undue  prominence  to 
Jackson's  administrations  by  using  so  many  special  topics 
and  outside  readings.  Some  of  these  on  slavery,  how- 
ever, might  be  considered  a  little  later.  We  put  them 
here  because  we  think  it  just  as  well  to  take  them  up  in 
connection  with  the  organization  of  the  anti-slavery  society 
and  the  beginning  of  the  abolition  movement. 

The  works  of  Charles  Sumner  furnish  invaluable  read- 
ing for  both  teacher  and  pupil  on  the  slavery  question. 


THE    TEXT-BOOK  155 

MARTIN    VAN    BUREN'S    ADMINISTRATION.       (ONE    TERM, 
1837-1841.) 

What  to  Teach :  The  Rise  of  the  Mormons ;  Their 
Emigration  (later)  to  Utah,  and  what  They  have  Accom- 
plished there ;  Immigration  into  the  United  States  from 
Europe. 

I.     REFERENCES. 

Montgomery,  pp.  246-251  ;  Coffin's  Building  the  Nation, 
pp.  440-449  (Mormons)  ;  Johnston,  pp.  164-167  ;  Los- 
sing,  pp.  470-473. 

II.    SPECIAL    TOPICS. 

Joseph  Smith,  Barnes's  Brief,  p.  183,  note;  Brigham 
Young,  Thalheimer's  Eclectic,  pp.  259,  260  ;  Appleton's 
Cyclopaedia  American  Biography,  VI.,  p.  645  ;  Rebellion 
in  Canada,  Ellis,  II.,  pp.  333,  334. 

HI.     OUTSIDE   READINGS. 

History:  "The  Old  Man  Eloquent,"  Morse's  John 
Quincy  Adams,  pp.  226-309. 

Biography  :  Van  Buren,  Frost's  Lives  of  the  Presidents, 
pp.  257-270. 

Oratory:  Wendell  Phillips  on  the  Murder  of  Lovejoy, 
Johnston's  American  Orations,  II.,  pp.  33-46. 

IV.     SUGGESTIVE   NOTES. 

The  spirit  of  our  suggestive  notes  on  the  Erie  Canal 
and  the  railroad  may  be  applied  to  the  topics  in  this 
administration.  Immigration  in  1840-1850  should  be 


156          A    PATHFINDER    IN    AMERICAN    HISTORY 

connected  with  Chinese  immigration  in  Cleveland's  admin- 
istration, and  foreign  immigration  in  general  in  the  last 
decade  of  the  nineteenth  century. 

HARRISON    AND    TYLER'S   ADMINISTRATIONS.      (ONE   TERM, 
1841-1845.) 

What  to  Teach :  Morse  and  the  Electric  Telegraph  ; 
The  Annexation  of  Texas. 

I.  REFERENCES. 

Richardson,  pp.  372-374;  Wright's  American  Progress, 
pp.  241-249;  Coffin's  Building  the  Nation,  pp.  291-296; 
Scudder,  pp.  334-339  ;  Montgomery,  pp.  251—256. 

II.    SPECIAL  TOPICS. 

Morse  and  the  Telegraph,  Eggleston's  First  Book,  pp. 
161-165  ;  How  the  Telegraph  Became  Successful,  Eggles- 
ton's First  Book,  pp.  166-170 ;  The  First  Telegraph, 
Sheldon-Barnes,  p.  252  ;  S.  F.  B.  Morse,  Smith's  Famous 
Americans,  pp.  16-20. 

III.   OUTSIDE    READINGS. 

History:  The  North-west  Boundary,  Wright's  American 
Progress,  pp.  268-278  ;  The  Annexation  of  Texas,  Wright's 
American  Progress,  pp.  229—247  ;  The  Story  of  the  Tele- 
graph, Wright's  American  Progress,  pp.  209-229  ;  Male's 
Stories  of  Invention  ;  Texas,  Coffin's  Building  the  Nation, 
pp.  291-300;  Elias  Howe  and  the  Sewing  Machine, 
Towle's  Heroes  and  Martyrs,  pp.  180-190. 


THE   TEXT-BOOK  157 

Biography :  Wm.  H.  Harrison,  Frost's  Lives  of  the 
Presidents,  pp.  271-304. 

JAMES    K.    FOLK'S    ADMINISTRATION.       (ONE    TERM, 

1845-1849.) 

What  to  Teach:  Dr.  Whitman  and  Oregon  ;  "  Fifty-Four- 
Forty  or  Fight ! "  The  Treaty  with  England  ;  Attitude 
of  the  North  and  the  South  toward  the  Mexican  War; 
Causes  of  the  War  ;  How  the  War  Began  ;  The  Character 
of  the  Struggle,  and  a  Comparison  between  the  American 
and  the  Mexican  Soldiers  ;  Results  of  the  War ;  Discovery 
of  Gold  in  California,  and  Results. 

I.     REFERENCES. 

Scudder,  pp.  335-339  ;  Wright's  American  Progress,  pp. 
242-247,  289-298;  Higginson's  Young  Folks,  pp.  271- 
274;  Coffin's  Building  the  Nation,  pp.  359-362  ;  Richard- 
son, pp.  375-377,  397-401  ;  Montgomery,  pp.  256-259, 
263-265. 

II.     SPECIAL   TOPICS. 

Dr.  Whitman,  Montgomery,  pp.  257,  258;  California 
and  the  Russians,  Coffin's  Building  the  Nation,  pp.  353- 
355  ;  Fremont  and  California,  Coffin's  Building  the  Na- 
tion, pp.  355-357- 

III.     OUTSIDE   READINGS. 

History :  The  North-west  Boundary,  Weight's  American 
Progress,  pp.  268-278  ;  Discovery  of  Gold,  Wright's  Ameri- 
can Progress,  pp.  279-299  ;  Century,  November,  1890,  and 


158          A    PATHFINDER    IN    AMERICAN    HISTORY 

Subsequent  Numbers;  War  with  Mexico,  Richardson, 
378-396,  and  Coffin's  Building  the  Nation,  pp.  314-350; 
California,  Coffin's  Building  the  Nation,  pp.  353—362  ;  Ore- 
gon, Coffin's  Building  the  Nation,  pp.  363-386  ;  Grant's 
Memoirs,  I.  discusses  the  following  topics  in  the  Mexican 
War:  — 

Causes  of  the  War,  pp.  47,  54,  58,  68 ;  Injustice  of  the 
War,  pp.  53,  55  ;  Smuggling  under  Spanish  Rule,  pp. 
65-67  ;  Army  of  Occupation,  pp.  67-83  ;  General  Taylor's 
Army  from  Resaca  de  la  Palma  to  the  Surrender  of  Mon- 
terey, pp.  92-118;  Political  Intrigue,  pp.  119-123,  172— 
174;  Gen.  Taylor  at  Buena  Vista,  p.  123;  Gen.  Scott  at 
Vera  Cruz,  pp.  124-134  ;  Capture  of  the  City  of  Mexico, 
pp.  140—164;  Negotiation  and  Treaty  of  Peace,  pp.  147— 
149,  172,  192.  Exploration  of  the  North-west  Coast  and 
Hudson  Bay,  D'Anvers's  Heroes  of  American  Discovery, 
pp.  200-220 ;  Gen.  Zacharay  Taylor  (Lee  &  Shepard's 
Rough  and  Ready  Series). 

Fiction:  "  Golden  Days  of  '49,"  Munroe. 

Poetry:  The  Crisis,  Whittier;  The  Angels  of  Buena 
Vista,  Whittier  ;  The  Martyr  of  Monterey,  Whittier  ;  The 
Biglow  Papers__£For  Teachers),  Lowell ;  Stanzas  for  the 
Times,  Whittier ;  To  Faneuil  Hall,  Whittier ;  The  White 
Slaves  (For  Teachers),  Proctor. 

-  Biography :  Mrs.  Polk,  Gordon's  Lady  Washington  to 
Mrs.  Cleveland,  pp.  207-237  ;  Polk,  Frost's  Lives  of  the 
Presidents,  pp.  323-354. 


THE    TEXT-BOOK  I $9 

IV.     SUGGESTIVE   NOTES. 

Whatever  may  have  been  the  ostensible  causes,  the  real 
cause  of  the  Mexican  War  was  slavery.  The  slave-holding 
planter  desired  new  territory  for  the  extension  of  his  pet 
system,  and  to  secure  such  extension  he  was  willing  to 
wage  an  unjust  war  against  a  neighboring  country  too 
weak  to  offer  a  successful  resistance.  The  attitude  of 
this  country  toward  Mexico  in  annexing  Texas,  and  in 
inventing  miserable  subterfuges  as  a  pretext  for  hostilities, 
was  unworthy  of  a  high  civilization.  The  Mexican  troops 
were  no  match  for  those  of  the  United  States,  and  were 
disastrously  beaten  even  in  battles  where  their  numbers 
seemed  overwhelming.  Among  the  reasons  accounting 
for  this  were  the  inferior  intelligence  and  organization  of 
the  Mexican  Army.  We  recommend  that  only  the  open- 
ing engagements  of  this  war  be  taught.  The  results  were 
of  the  highest  importance,  and  so  was  the  discovery  of 
gold  in  the  territory  acquired  by  the  treaty  of  peace. 

TAYLOR    AND    FILLMORE's    ADMINISTRATION.       (ONE    TERM, 
1849-1853.) 

What  to  Teach:  The  Question  of  the  Extension  of 
Slavery ;  The  Compromise  of  1850 ;  The  Fugitive  Slave 
Law  and  its  Results ;  The  Underground  Railroad. 

I.  REFERENCES. 

Montgomery,  pp.  265-269;  Barnes's  Brief,  p.  193; 
Taylor's  Model  History,  pp.  231-235  ;  Eliot,  pp.  396-399  ; 

' 


l6o          A    PATHFINDER    IN    AMERICAN    HISTORY 

Johnston,  pp.    183-186  ;   Ellis,   II.,  pp.   362-367  ;  Coffin's 
Building  the  Nation,  pp.  387-391. 

II.     SPECIAL  TOPICS. 

Slave  Trade,  McMaster,  II.,  pp.  15-18  ;  Slave  Laws, 
McMaster,  II.,  pp.  19,  20  ;  Kidnapping,  Coffin's  Building 
the  Nation,  p.  399  ;  The  Underground  Railroad,  Coffin's 
Building  the  Nation,  p.  248  ;  Beginning  of  Underground 
Railroad,  Coffin's  Building  the  Nation,  pp.  419-421  ;  Aunt 
Rachel's  Escape,  Coffin's  Building  the  Nation,  pp.  421- 
422. 

III.     OUTSIDE    READINGS. 

History :  Slavery  and  Politics,  Scudder,  pp.  324-329  ; 
Annexation  of  Texas,  Scudder,  pp.  334—339 ;  The  Ap- 
proaching Conflict,  Scudder,  pp.  369-374 ;  Prejudice 
against  Color,  Coffin's  Building  the  Nation,  pp.  282-291  ; 
Beginning  of  a  Great  Movement,  Coffin's  Building  the 
Nation,  pp.  305-314;  Compromise  of  1850,  Coffin's  Build- 
ing the  Nation,  pp.  387-399  ;  Enforcement  of  Fugitive 
Slave  Law,  Coffin's  Building  the  Nation,  pp.  399-407 ; 
The  Underground  Railroad,  Coffin's  Building  the  Nation, 
pp.  418-425  ;  Slavery  in  the  United  States,  Richardson,  pp. 
403-409  ;  Effects  of  Slavery,  Richardson,  pp.  409-412  ;  A 
New  Party,  Richardson,  pp.  413-416 ;  Fugitive  Slave  Law, 
Richardson,  pp.  417-420;  Life  in  the  South,  McMaster, 
II.,  pp.  7-15  ;  The  North  and  the  South,  Scudder's  Short 
History,  pp.  173-181  ;  Compromise  of  1850,  Schurz's 
Henry  Clay,  IL,  pp.  315-373;  Closing  Period  of  Web- 


THE   TEXT-BOOK  l6l 

ster's  Life,  Teft's  Webster  and  His  Masterpieces,  I.,  pp. 
422-466;  The  Free  Negroes  of  North  Carolina,  Atlantic 
Monthly,  January,  1886. 

Biography:  Taylor,  Frost's  Lives  of  Presidents,  pp. 
355-386 ;  Fillmore,  Frost's  Lives  of  Presidents,  pp.  387- 

392- 

Poetry :  The  Slave  Ships,  Whittier  ;  Our  Countrymen 
in  Chains,  Whittier;  Astrea  at  the  Capitol,  Whittier;  The 
Farewell  (A  Virginia  slave-mother  to  her  daughter  sold 
into  bondage),  Whittier ;  The  Slave's  Dream,  Longfel- 
low; The  Slave  and  the  Dismal  Swamp,  Longfellow;  The 
Negro's  Complaint  (Cowper),  Union  Speaker,  pp.  257, 
258  ;  Slavery  (Cowper),  Union  Speaker,  pp.  259-261 ; 
The  African  Chief^(Bryant),  pp.  294-296. 

Fiction :  Uncle  Remus,  Harris ;  Uncle  Tom's  Cabin, 
Stowe  ;  Minister's  Wooing,  Stowe. 

Oratory :  Webster's  Oration  on  the  Compromises  of  the 
Constitution,  Teft's  Webster  and  His  Masterpieces,  II., 
pp.  489-536  ;  His  Oration  on  the  Admission  of  California 
(a  hard  blow  at  secession)  ;  Henry  Clay  on  the  Com- 
promises of  1850,  Johnston's  American  Orations,  II.,  pp. 
118-135  ?  Wendell  Phillips  on  the  Philosophy  of  the  Ab- 
olition Movement,  Johnston's  American  Orations,  II.,  pp. 


l62          A    PATHFINDER    IN    AMERICAN    HISTORY 

FRANKLIN    PIERCE'S   ADMINISTRATION.      (ONE   TERM, 
I8S3-I857-) 

What  to  Teach :  Commodore  Perry  and  Japan  ;  The 
Kansas-Nebraska  Bill  and  Squatter  Sovereignty ;  Civil 
War  in  Kansas ;  Assault  on  Charles  Sumner. 

I.  REFERENCES. 

Johnston,  pp.  274-277  ;  Scudder,  pp.  369-371  ;  Richard- 
son, pp.  421-425  ;  Coffin's  Building  the  Nation,  pp.  407- 
412;  Montgomery,  pp.  270-274;  Barnes's  Brief,  p.  194, 
with  note  ;  Taylor's  Model  History,  pp  235-240  ;  Eliot, 
pp.  400-404;  Ellis,  II.,  pp.  368-375. 

II.    SPECIAL  TOPICS. 

Assault  on  Charles  Sumner,  Nicolay  and  Hay's  Lin- 
coln ;  The  Boy  Sumner,  Bolton's  Famous  American 
Statesmen,  pp.  269-272  ;  Charles  Sumner,  Smith's  Fa- 
mous Americans,  pp.  131-135. 

III.    OUTSIDE   READINGS. 

History :  Kansas,  Coffin's  Building  the  Nation,  pp.  407 
—418;  Kansas  Struggle,  Richardson,  pp.  426-430;  John- 
ston's American  Politics,  pp.  158-169  ;  Lalor's  Cyclo- 
paedia, I.,  pp.  85-87. 

Biography :  Pierce,  Frost's  Lives  of  the  Presidents,  pp. 
393-404. 

Poem :  The  Kansas  Emigrants,  Whittier. 


THE    TEXT-BOOK  163 

Oratory:  Chase  on  the  Kansas  and  Nebraska  Bill, 
Johnston's  American  Orations,  II.,  pp.  183-212  ;  Charles 
Sumner  on  same,  pp.  212-218;  Stephen  A.  Douglas  on 
same, .  pp.  218-256;  Charles  Sumner  on  Crime  against 
Kansas,  pp.  256-289  ;  Preston  S.  Brooks  on  Sumner  As- 
sault, pp.  289-297  ;  Anson  Burlingame  in  Defence  of 
Massachusetts,  pp.  297-307. 

IV.    SUGGESTIVE   NOTES. 

The  slavery  struggle,  as  indicated  in  "  Civil  War  in  Kan- 
sas "  and  the  "  Assault  on  Sumner,"  was  very  bitter  in  this 
administration.  The  teacher  must  not  let  slavery  over- 
shadow "  Commodore  Perry  and  Japan  ",  however. 

JAMES  BUCHANAN'S  ADMINISTRATION.     (ONE  TERM, 
1857-1861.) 

What  to  Teach:  The  Drecl  Scott  Decision  and  its 
Results  at  the  North ;  John  Brown's  Raid ;  Political 
Parties  and  the  Election  of  Lincoln  ;  South  Carolina ; 
Secession  of  six  other  Southern  States  and  the  Organ- 
ization of  the  Confederacy  ;  Seizure  of  National  Property 
and  Firing  on  the  Star  of  the  West. 

I.  REFERENCES. 

Richardson,  pp.  426-430,  432,  433,  583-585 ;  Coffin's 
Building  the  Nation,  pp.  460-467  ;  Butterworth,  pp.  380- 
387  ;  Higginson's  Young  Folks,  pp.  286,  287  ;  Scudder, 
pp.  370-374;  Montgomery,  pp.  275-284;  Ellis,  II.,  pp. 
383,  384 ;  Coffin's  Building  the  Nation,  pp.  460-467. 


164          A    PATHFINDER    IN   AMERICAN    HISTORY 

II.    SPECIAL  TOPICS. 

Sectional  Division  and  Feeling  in  the  South,  Johnston, 
pp.  289-290 ;  The  Secessionists  and  Arguments  for  Seces- 
sion, Johnston,  p.  293  ;  Feeling  in  the  North,  Johnston,  p. 
290 ;  South  Carolina  and  Secession,  Champlin,  p.  33  ; 
Buchanan,  Champlin,  pp.  34,  35  ;  Lincoln's  Character, 
Coffin's  Building  the  Nation,  p.  470,  Richardson,  pp. 
432>  433  ;  Lincoln  on  the  Way  to  Washington,  Richard- 
son, p.  436 ;  King  Cotton,  Champlin,  p.  77 ;  Effect  of 
John  Brown's  Raid  in  Virginia.  Sheldon-Barnes,  p.  307  ; 
Execution  of  John  Brown,  Richardson,  pp.  430,  431  ; 
Early  Years  of  Lincoln,  Coffin's  Drum-Beat,  pp.  23, 
24 ;  State  Rights  and  the  Dartmouth  College  Case, 
Coffin's  Drum-Beat,  pp.  n,  12;  John  Brown,  Smith's 
Famous  Americans,  pp.  261-263. 

III.    OUTSIDE   READINGS. 

History:  Abraham  Lincoln,  Eggleston's  First  Book,  pp. 
177-180;  Lincoln's  First  Inaugural  Address,  in  Old  South 
Leaflets ;  Secession  and  the  Formation  of  the  Confed- 
eracy, Sheldon-Barnes,  pp.  314-325 ;  The  Election  of 
Abraham  Lincoln,  Coffin's  Building  the  Nation,  pp.  468- 
475  ;  John  Brown,  Appleton's  Cyclopaedia  American  Bi- 
ography, I.,  pp.  404-407  ;  Morris's  Half  Hours,  II.,  pp. 
363—373  ;  Champlin's  Cyclopaedia  Persons  and  Places, 
PP-  475>  476;  The  Election  of  1860,  Lowell's  Political 
Essays,  pp.  45-74 ;  The  Rebellion,  Causes  and  Conse- 
quences, Lowell's  Political  Essays,  pp.  118-152;  Mr. 


THE    TEXT-BOOK  I 6$ 

Buchanan  and  the   Union,  Lowell's   Political   Essays,  pp. 

45-74- 

Biography:  Nicolay  and  Hay's  Lincoln,  opening  chap- 
ters ;  Sanborn's  John  Brown,  pp.  31-52,  519-620;  Charles 
Sumner,  Bolton's  Famous  American  Statesmen,  pp.  268- 
306;  Buchanan,  Frost's  Lives  of  the  Presidents,  pp.  405- 
426;  Lincoln,  Frost's  Lives  of  Presidents,  pp.  427-460. 

Poem  :  Brown  of  Ossawatomie,  Whittier. 

Oratory:  Breckinridge  on  the  Dred  Scott  Decision, 
Johnston's  American  Orations,  III.,  pp.  28-43  5  Wm.  H. 
Seward  on  the  Irrepressible  Conflict,  III.,  pp.  43-59; 
On  Secession:  Border  State  Opinion  (Anti-coercion), 
Clingman,  III.,  pp.  68-72  ;  Border  State  Opinion  (Union- 
ist), Crittenden,  III.,  pp.  72-76  ;  Secessionist  Opinion, 
Iverson,  III.,  pp.  76-87  ;  Secessionist  Opinion,  Toombs, 
III.,  pp.  87-105  ;  Radical  Republican,  Thaddeus  Stevens, 
III.,  110-117. 

IV.    SUGGESTIVE    NOTES. 

Geographic  conditions  in  the  United  States  were  largely 
instrumental  in  bringing  on  the  Civil  War.  In  speaking  of 
Virginia  we  referred  to  the  influence  of  tobacco  in  estab- 
lishing slavery.  Cotton  was  equally  responsible  for  its 
extension.  Wherever  these  great  staples  could  be  profit- 
ably cultivated,  there  slavery  flourished.  Mason  &  Dixon's 
Line  and  the  Ohio  River  were  the  natural  boundaries  be- 
tween the  territory  adapted  to  slave-labor  and  the  less  pro- 
ductive soil  of  the  North.  Up  to  the  time  of  the  purchase 


l66          A    PATHFINDER    IN    AMERICAN    HISTORY 

of  Louisiana  this  natural  limit  was  tacitly  accepted.  But 
when  the  tide  of  emigration  passed  west  of  the  Missis- 
sippi, and  Missouri  (in  the  new  territory)  applied  for  ad- 
mission into  the  Union,  the  slavery  question  startled  the 
people  "  like  a  fire-bell  in  the  night."  This  was  the  be- 
ginning of  the  "  irrepressible  conflict  "  which,  with  cessa- 
tion of  hostilities  here  and  there,  continued  until  the 
appeal  to  arms  in  1861. 

From  1820  on,  the  slave-holding  fraternity  saw  that  their 
stronghold  was  in  the  Senate,  because  the  population -of 
the  free  States  more  and  more  outnumbered  that  of  the 
slave  States.  Among  the  causes  for  this  was  the  refusal 
of  immigration  to  seek  a  home  in  territory  where  labor 
was  a  badge  of  inferiority  and  degradation.  If,  however, 
the  slave  States  could  be  kept  equal  in  number  with  the 
free,  the  institution  would  be  safe  in  the  hands  of  the 
Senate.  By  forming  new  States  in  the  South  to  balance 
new  ones  in  the  North,  the  two  sections  were  carefully 
kept  in  equilibrium  until  1845,  when  Texas  was  admitted. 
The  hosts  of  immigrants  that  poured  into  Northern  terri- 
tory between  1840  and  1850  largely  increased  the  political 
power  of  the  North,  and  made  the  slaveholders  of  the 
South  correspondingly  jealous  of  what  they  claimed  to 
be  their  rights.  The  outcome  was  the  Compromise  of 
1850,  by  which  the  slavery  legislation  of  1820  was  annulled 
as  unconstitutional,  and  the  provision  made  that  in  all  ter- 
ritory obtained  from  Mexico — except  California — the 
issue  of  slavery  should  be  left  with  the  people.  But  the 


THE    TEXT-BOOK  l6/ 

slave-owners  did  not  gain  from  the  territory  secured  by 
the  Mexican  War  the  number  of  slave  States  they  had  ex- 
pected. In  the  event  of  failure  to  make  Kansas  a  slave 
State  they  foresaw  that  they  must  add  to  the  Union  Cuba, 
or  some  other  territory  south  of  Mexico  and  adapted  to 
slavery,  or,  failing  in  this,  reopen  the  slave-trade  with 
Africa. 

Before  1860  the  African  slave-trade  had  been  revived  in 
the  South,  and  had  assumed  large  proportions.  The  South- 
ern newspapers  openly  advertised  this  nefarious  business. 
We  quote  from  Alexander  Johnston's  able  article  in  Lalor's- 
Cyclopaedia,  III.,  p.  733:  "According  to  the  Evening 
Post  of  New  York  City,  eighty-five  vessels  were  fitted  out 
from  that  port  for  the  slave-trade  during  eighteen  months 
of  1859-1860,  the  names  of  the  vessels  being  given  ;  and 
another  newspaper  of  the  same  city  estimated  the  cargoes 
introduced  by  these  New  York  vessels  alone  at  from 
thirty  thousand  to  sixty  thousand  negroes  annually." 

An  interesting  illustration  of  the  influence  of  physiog- 
raphy is  to  be  found  in  the  attitude  of  the  mountain 
whites  toward  the  Civil  War.  "  The  highland  district  of 
the  Appalachians,"  says  Professor  Shaler,  to  whose  writings 
we  refer  for  an  ample  discussion,  "  occupies  about  one- 
tenth  of  the  South  which  is  fitted  to  agriculture."  This 
region  was  "  by  the  roughness  of  its  surface  and  the  pecul- 
iarities of  its  climate  essentially  unfit  for  plantations 
where  the  crops  should  be  tilled  by  negro  labor,"  and 
probably  contains  people  who  never  saw  a  negro.  This 


168          A    PATHFINDER    IN    AMERICAN    HISTORY 

mountainous  area  contributed  greatly  to  the  success  of 
the  Union  cause  in  the  late  war  by  furnishing  one  hun- 
dred thousand  soFdiers  to  Northern  armies. 

The  weak,  tjmid  character  of  President  Buchanan  per- 
mitted the  Southern  leaders  to  make  great  headway  in 
their  warlike  preparations  during  his  administration.  Our 
readers  will  naturally  revert  to  Andrew  Jackson's  firmness 
toward  the  South  Carolina  nullifiers  in  1833.  "  The  Union  ! 
It  must  and  shall  be  preserved !  Send  for  General 
Scott !  "  he  loyally  exclaimed.  Had  a  man  of  Andrew 
Jackson's  stamp  been  president  in  1857-1861,  history 
would  not  have  to  record  a  Civil  War  of  four-years' 
duration. 

The  preliminary  events  should  be  very  carefully  studied. 
Of  course  it  will  be  clearly  brought  out  that  Slavery, 
State  Rights,  and  Secession  were  the  real  causes  of  the 
Civil  War. 

The  character  of  the  South  before  the  Civil  War  is  ably 
discussed  in  Trent's  William  Gilmore  Simms,  pp.  19-43 
(American  Men  of  Letters),  and  in  Shaler's  Peculiarities 
of  the  South,  North  American,  October,  1890.  We  refer 
the  teacher  to"  the  Comte  de  Paris's  History  of  the  Civil 
War,  I.,  pp.  76-89,  for  suggestive  comments  on  Slavery, 
and  to  Draper's  Civil  War  in  America,  I.,  pp.  17-62,  89- 
125,  253-256,  292-310,  for  valuable  suggestions  on  the 
influence  of  geographic  conditions  upon  the  growth  of 
antagonism  between  the  North  and  the  South. 


THE    TEXT-BOOK  I 69 

ABRAHAM  LINCOLN  AND  THE  CIVIL  WAR 

• 

ABRAHAM    LINCOLN'S    ADMINISTRATION.     '(ONE    TERM, 
1861-1865.) 

Outline  of  the  War. 

a.  Preliminary  Events. 

b.  Defence  of  Washington  and  Capture  of  Richmond : 
I.,  Bull  Run  (1861)  ;  II.,  Peninsular  Campaign,  together 
with  Antietam  and  Gettysburg  (1862-63)  >   IH-»  Grant's 
Campaigns  (1864-65). 

c.  The  Blockade  and  Foreign  Relations. 

d.  The  Opening  of  the  Mississippi  :  I.,  Fort  Henry  and     • 
Fort   Donelson    (1862);    II.,   Shiloh    (1862);    III.,    New 
Orleans  (1862) ;  IV.,  Vicksburg  (1863). 

e.  The  Negro  Contraband  and  Emancipation  :  I.,  Eman- 
cipation Proclamation  ;  II.,  Negro  Soldiers  and  Exchange 
of   Prisoners;   III.,  Prison  Life  in  the   South;  IV.,  The 
Draft. 

f.  Sherman's  Campaign  in  Georgia  (1864)  :   I.,  Advance 
upon  and  Capture  of  Atlanta;  II.,  March  to  the  Sea. 

g.  Closing  Events  of  the  War  (1865). 

IV.     SUGGESTIVE   NOTES. 

We  have  given  an  outline  of  all  that  we  think  it  wise 
to  teach  grammar-school  pupils  on  the  Civil  War.  A 
thoughtful  examination  of  this  outlina  will  show  that  the 

rv 


I/O  A    PATHFINDER    IN    AMERICAN    HISTORY 

teaching  that  we  have  suggested  is  very  simple.  From  the 
beginning  of  their  study  of  the  war  pupils  should  refer  to 
the  outline,  but  it  will  mean  more  to  them  on  review  work. 
b  and  d  show  that  a  large  number  of  the  great  battles 
were  fought  in  the  attempts  of  the  North  to  defend  Wash- 
ington or  capture  Richmond,  and  to  open  the  Mississippi. 
Not  until  the  opening  of  1862  was  a  plan  of  operations 
made  by  the  North,  and  then  it  was  threefold  :  i.  To  cap- 
ture Richmond  ;  2.  To  open  the  Mississippi ;  3.  To  block- 
ade Southern  ports.  In  1864  a  fourth  feature  was.  added 
in  Sherman's  Campaign  in  Georgia. 

In  no  case  should  details  of  battles  or  military  manoeu- 
vres be  committed  to  memory.  Whenever  we  refer  to  a 
battle  for  class  recitation  we  have  in  mind  its  causes,  its 
results,  and  the  part  it  played  in  certain  far-reaching 
movements.  Any  striking  feature  of  the  battle  may  be 
referred  to,  but  the  men  engaged,  the  strategic  movements 
made,  and  so  forth,  should,  as  a  rule,  be  left  entirely  out 
of  account. 

A.   Preliminary  Events. 

What  to  Teach:  The  Surrender  of  Fort  Sumter ;  Lin- 
coln's Call  for  Volunteers  and  the  Rising  of  the  North  ; 
Secession  of  Four  more  States  ;  Condition  of  the  North 
and  of  the  South  with  Respect  to  the  War. 

I.  REFERENCES. 

Richardson,  pp.  436-443  ;  Barnes,  pp.  483-488  ;  Cham- 
plin,  pp.  38-43  ;  Montgomery,  pp.  285-291  ;  Coffin's 


THE    TEXT-BOOK 

Drum-Beat,  pp.  23-48;  Johnston,  198-204;  Anderson,  pp. 
300-303  ;  Eliot,  pp.  405-419  ;  Scudcler,  pp.  375-383. 

II.    SPECIAL  TOPICS. 

The  Mob  in  Baltimore,  Richardson,  p.  444  ;  Condition 
of  the  North  and  South,  Montgomery,  p.  290  ;  Feeling  in 
the  South  at  the  Opening  of  the  War,  Coffin's  Drum-Beat, 
pp.  28-31  ;  State  Rights,  Richardson,  pp.  434,  435  ;  Death 
of  Ellsworth,  Richardson,  pp.  450,  451;  Stories  of  Lin- 
coln, Sheldon-Barnes,  pp.  365-367. 

III.    OUTSIDE  READINGS. 

History:  The  First  Shot  and  Call  to  Arms,  Barnes,  pp. 
325-330  ;  A  Virginia  Girl  in  the  First  Year  of  the  War, 
Century,  August,  1885  ;  Recollections  of  a  Private,  Cen- 
tury, November,  1884;  Inside  the  White  House  in  War 
Times,  Stoddard;  Fort  Sumter,  Comte  de  Paris's  Civil 
War,  I.,  pp.  133-172  •,  Charleston,  the  Home  of  Secession, 
as  a  Slave  Mart,  Coffin's  Freedom  Triumphant,  pp.  354- 
376  ;  Causes  and  Beginning  of  the  War,  Coffin's  Drum- 
Beat,  pp.  1-85  ;  The  First  Great  Batile,  Coffin's  Drum- 
Beat,  pp.  86-104;  Ellis,  III.,  pp.  1-2 1  ;  Morris's  Half 
Hours,  II.,  pp.  372-383. 

Poetry :  A  Voice  of  the  Loyal  North,  Holmes ;  Voyage  ' 
of  the  Good  Ship  Union,  Holmes  ;  One  Country,  Holmes. 

Oratory  :  Alexander  Stephens's  Corner-stone  Address, 
American  Orations,  III.,  pp.  164-176  ;  Henry  Ward 
Beecher's  Address  on  the  Raising  of  the  Flag  over  the 


1/2  A    PATHFINDER    IN    AMERICAN    HISTORY 

Ruins  of  Fort  Sumter,  Old  South  Leaflets;  Lincoln's  First 
Inaugural  Address,  American  Orations,  III.,  pp.  141-157  ; 
Jefferson  Davis's  Inaugural  Address,  American  Orations, 
III.,  pp.  157-164. 

IV.    SUGGESTIVE   NOTES. 

In  this  great  struggle  the  North  had  the  following 
advantages  over  the  South  :  i.  A  population  of  twenty- 
three  millions,  while  the  seceded  States  had  but  nine  mil- 
lions, three  and  a  half  millions  of  whom  were  slaves. 
2.  All  sorts  of  factories,  which  enabled  it  to  furnish  the 
necessary  military  supplies  to  its  soldiers.  3.  A  navy  that 
gave  it  command  of  the  sea,  while  the  South,  having  prac- 
tically bent  all  its  energies  to  the  cultivation  of  cotton, 
sugar,  rice,  and  tobacco,  had  few  sailors  and  no  navy. 
Its  extensive  sea-coast  was  therefore  open  to  attack  from 
Northern  war-vessels.  It  is  important  to  remember,  how- 
ever, that  the  South,  fighting  on  the  defensive,  on  its  own 
soil,  needed  fewer  soldiers.  In  most  battles  it  could 
select  its  own  position  behind  breastworks,  and  could  fight 
near  its  base  of  supplies.1  It  also  required  many  North- 
ern troops  to  garrison  strategic  points  that  had  been  cap- 
tured in  the  South  ;  so  that  before  the  war  had  closed  a 
large  percentage  of  the  Union  soldiers  were  guarding  sub- 
jugated territory. 

Alexander  Johnston's  articles  on  Secession  and  State 

1  Gettysburg  is  a  noteworthy  exception.  The  Southern  Army,  far  from  its  base  of 
supplies,  was  the  attacking  party  here,  and  was  badly  defeated. 


THE   TEXT-BOOK  1^3 

Sovereignty  in  Lalor's  Cyclopedia,  III.,  pp.  693—702,  and 
788-800,  we  heartily  commend  to  teachers.  We  regret 
that  we  cannot  here  discuss  these  topics  as  connected 
with  the  Kentucky  and  Virginia  Resolutions  of  1798- 
99,  New  England's  attitude  toward  the  War  of  1812, 
Nullification,  and  so  forth.  The  "slave  power"  really 
included  only  about  two  hundred  thousand  slave-owners 
(see  Alexander  Johnston,  Lalor's  Cyclopaedia,  III.,  p. 
734),  and  it  is  by  no  means  clear  that  the  majority  of  the 
Southern  people,  in  several  of  the  seceding  States,  were, 
at  the  time  their  States  formally  seceded,  in  favor  of 
leaving  the  Union. 

Teachers  will  do  well  to  read  in  Draper's  Civil  War  in 
America  the  following':  Secession  in  South  Carolina,  pp, 
508-527  ;  Establishment  of  the  Confederate  Government, 
pp,  528-539  ;  the  Last  Days  of  President  Buchanan's  Ad- 
ministration, pp.  540-567. 

B.     Defence  of  Washington  and  Capture  of  Richmond. 

What  to  Teach:  I.  The  Battle  of  Bull  Run  and  its 
Results  (1861). 

I.     REFERENCES. 

Champlin,  pp.  93-103  ;  Barnes-pp.  490-492;  Richard 
son,  pp.  457-461  ;  Montgomery,  pp.  292,  293  ;  Coffin'; 
Drum-Beat,  pp.  86-103  5  Eliot,  pp.  428-430  ;  Ellis,  III., 
PP-  3!-39- 


A    PATHFINDER    IN   AMERICAN    HISTORY 


II.     SPECIAL  TOPICS. 

Contraband  Goods,  Coffin's  Drum-Beat,  p.  77 ;  Con- 
traband Goods,  Champlin,  p.  80;  Kites,  Champlin,  pp. 
82,  83;  Feeling  in  England  toward  the  North  and  South, 
Coffin's  Drum-Beat,  pp.  105-107. 

III.     OUTSIDE    READINGS. 

History:  Comte  de  Paris's  Civil  War,  I.,  pp.  218-259; 
The  Border  State  Men  of  the  Civil  War,  Atlantic  Monthly, 
March,  1892  ;  The  Mustering  and  the  Men  who  made  the 
Southern  Army,  A  Rebel's  Recollections,  pp.  1-56  ;  The 
Temper  of  Southern  Women,  same  book,  pp.  56-77. 

IV.    SUGGESTIVE    NOTES. 

Northern  people  were  deeply  incensed  against  England 
for  her  undisguised  pleasure  at  the  outcome  of  Bull  Run. 
England's  comments  upon  the  "  cowardly  Yankees  "  and 
"brave  men  of  the  South  "  were  galling  to  Northern  pride. 
It  is  well  understood,  however,  that  the  victory  reacted  in 
favor  of  the  North. 

If  teachers  desire  to  study  military  details  they  will  find 
"Battles  and  Leaders  of  the  Civil  War"  very  helpful. 
Teachers  will  find  highly  suggestive  matter  in  Comte  de 
Paris's  Civil  War,  Vol.  I.,  as  follows  :  Confederate 
Volunteers,  pp.  90-106  ;  The  Federal  Volunteers,  pp.  172- 
196;  Rivers  and  Railways,  pp.  197-217. 


THE   TEXT-BOOK  175 

C.     The  Blockade  and  Foreign  Relations. 

What  to  Teach:  I.  The  Confederate  War  Vessels; 
Mason  and  Sliclell  and  the  Trent  Affair  (1861) ;  The  Mer- 
rimack  and  the  Monitor  (1862). 

I.     REFERENCES. 

Merrimack  and  Monitor,  Richardson,  pp.  469—471,  479- 
482,  560,  561  ;  Barnes,  pp.  513—515;  Chainplin,  pp.  231— 
239:  Montgomery,  pp.  294-296 ;  Morris's  Half  Hours,  II., 
pp.  385-392;  Ellis,  II.,  pp.  75-84;  TToffin's  Marching  to 
Victory,  pp.  20-26;  Foreign  Relations,  Coffin's  Marching 
to  Victory,  pp  16-35,  33°-332- 

II.     SPECIAL  TOPICS. 

Blockade  Runners,  Champlin,  pp.  144,  145  ;  England's 
Conduct,  Anderson,  pp.  306,  307  ;  John  Ericsson  and  the 
MClonitor,  Coffin's  Drum-Beat,  pp.  166,  167  ;  The  Power  of 
Cotton,  Coffin's  Redeeming  Republic,  pp.  47,  48 ;  The 
Monitor  and  Merrimack,  Morris's  Half  Hours,  II.,  pp. 
383-392  ;  John  Ericsson,  Smith's  Famous  Americans,  pp. 
8-3. 

III.     OUTSIDE   READINGS. 

History:  Story  of  Merrimack  and  Monitor,  A.  Badeau, 
St.  Nicholas,  14,  Part  i,  p.  435  ;  Soley's  Sailor  Boys  '61,  pp. 
62-87  ;  The  Blockade,  Soley's  Sailor  Boys  '61,  pp,  300-313  ; 


1/6          A    PATHFINDER    IN    AMERICAN    HISTORY 

Semmes  and  the  Confederate  Cruisers,  Soley's  Sailor  Boys 
'61,  pp.  313-333  ;  The  Merrimack  and  Monitor,  Old  South 
Leaflets ;  England  and  the  Civil  War,  McCarthy's  History 
of  Our  Times ;  Hampton  Roads,  Comte  de  Paris's  Civil 
War,  I.,  pp.  591-629;  The  Blockade,  Comte  de  Paris's 
Civil  War,  II.,  pp.  606-654;  *Ericsson  (Headley's  Young 
Folks'  Heroes  of  the  Rebellion). 

IV.    SUGGESTIVE    NOTES. 

Our  foreign  relations  during  the  Civil  War  are  full  of 
interest.  When  Jefferson  Davis  said,  "  Cotton  is  King," 
he  doubtless  thought  England's  money  and  friendship 
could  be  secured  thereby.  But  from  the  beginning  of  the 
struggle  the  North  was  determined  to  blockade  the  South 
so  effectually  that  the  latter  could  not  send  cotton  to  Eng- 
land, nor  receive  much-needed  supplies  for  its  soldiers  and 
homes.  In  the  end,  as  the  world  knows,  the  South  was 
forced  to  give  up  the  struggle  by  a  lack  of  the  very  sup- 
plies that  cotton  alone  could  procure ;  in  other  words,  the 
Confederacy  was  starved  into  submission  by  the  blockade. 
It  was  to  break  this  blockade  that  the  Merrimack  was  built. 
Ericsson's  "  cheese-box  on  a  raft "  perhaps  saved  the 
Union  ;  for,  without  the  stubborn  opposition  from  this  little 
hero,  the  giant  Merrimack  must  have  broken  the  blockade, 
laid  under  contribution  Northern  ports,  and  thus  have  given 
England  and  France  the  desired  opportunity  to  recognize 
the  Confederacy.  Such  recognition  would,  in  all  proba- 
bility, have  led  to  the  success  of  Southern  arms.  This 


THE   TEXT-BOOK  177 

famous  duel  revolutionized  naval  warfare,  and  merits  close 
attention. 

The  notorious  Semmes  played  serious  havoc  with  the 
merchant  marine  of  the  North.  But  his  prominent  place 
in  the  history  of  the  Rebellion  is  largely  due  to  his  connec- 
tion with  the  famous  cruiser  Alabama.  This  vessel  was 
built  with  English  money  in  an  English  port,  was  manned 
for  the  most  part  by  an  English  crew,  carried  English 
guns  managed  by  English  gunners,  and  hoisted  an  Eng- 
lish flag.  In  a  word,  she  was,  with  the  exception  of  her 
officers,  practically  an  English  vessel,  built  for  the  special 
purpose  of  destroying  Northern  commerce.  Charles  Fran- 
cis Adams,  our  able  minister  to  England  at  that  time,  pro- 
tested, but  in  vain.  The  English  Government  did  not 
disguise  its  contempt  for  the  wishes  of  the  North,  as 
expressed  in  the  warm  but  dignified  correspondence  of 
Mr.  Adams.  The  United  States,  weakened  by  civil  dis- 
cord, no  longer  commanded  the  respect  of  the  English 
Government.  At  last  Mr.  Adams  said,  in  effect,  "  We  are 
too  busy  now  to  demand  justice  and  satisfaction  ;  but  the 
time  will  come  when  we  will  be  heard."  That  time  came 
later  in  the  settlement  of  the  Alabama  claims,  in  accord- 
ance with  the  Geneva  Award  (for  which,  see  Lalor's  Cy- 
clopedia, II.,  pp.  331-333.) 

Mr.  Gladstone  declared  that  Jefferson  Davis  had  created 
a  navy.  Says  Justin  McCarthy's  History  of  Our  Own 
Times,  in  the  chapter  on  the  Civil  War  in  America,  "  The 
English  ship-builders  made  the  navy ;  Mr.  Davis  only  or- 


1/8  A    PATHFINDER    IN    AMERICAN    HISTORY 

dered  it  and  paid  for  it.  Only  seven  Confederate  priva- 
teers were  really  formidable  to  the  United  States,  and  of 
these  five  were  built  in  British  dockyards."  We  also 
refer  the  teacher  to  the  chapter  on  the  settlement  of  the 
Alabama  claims,  to  be  found  in  the  same  book. 

Later  in  the  war  England  again  planned  to  build  vessels 
for  the  Southern  navy.  Finally,  on  hearing  that  one  of 
these  iron-clads  was  about  to  sail  on  its  hostile  errand 
Mr.  Adams,  with  patience  worn  threadbare,  wrote  to  Lord 
John  Russell,  England's  representative  in  the  matter,  "It 
would  be  superfluous  in  me  to  point  out  to  your  lordship 
that  this  is  war."  The  vessel  did  not  sail. 

France  was  equally  hostile  to  the  North.  Napoleon  III. 
was  anxious  to  witness  the  success  of  the  Rebellion,  and 
urged  England  to  unite  with  France  in  acknowledging  the 
independence  of  the  South.  He,  too,  with  contemptible 
duplicity  equal  to  that  of  Napoleon  I.  just  before  the 
War  of  1812,  allowed  the  most  formidable  Southern  iron- 
clads to  be  built  in  France.  One  of  these  was  finally 
launched,  but  did  not  reach  the  United  States  until  the 
war  was  at  an  end.  If  it  had,  the  results  might  have  been 
disastrous  to  the  Union  cause.  For  a  most  interesting 
discussion  of  this  subject  we  refer  the  teacher  to  Bige- 
low's  France  and  the  Confederate  Navy,  in  which  the 
author  tells  what  came  within  the  range  of  his  own  experi- 
ence. "  Maximilian  and  the  French  in  Mexico "  is 
another  chapter  in  the  "Foreign  Relations,"  but  this 
will  be  referred  to  in  Johnson's  administration. 


THE    TEXT-BOOK  1/9 

Soley's  Blockade  and  the  Cruisers  is  valuable  for  teach- 
ers' reading. 

What  to  Teach :  II.  Food  Supplies  in  the  South;  Eng- 
land and  King  Cotton  ;  Semmes  and  the  Alabama  (1862- 
1864) ;  France  and  the  Confederate  Navy  ;  Maximilian  and 
Mexico. 

I.     REFERENCES. 

Barnes's  Brief,  pp.  267,  268  ;  Anderson,  pp.  305-307  ; 
Eliot,  pp.  453,  456,  457,  461  ;  Scudder,  pp.  388,  389,  404; 
Barnes,,  pp.  581,  582;  Champlin,  pp.  402-404;  Richardson, 
p.  561. 

II.     SPECIAL   TOPICS. 

Fight  of  Alabama  and  Kearsarge,  Coffin's  Redeeming 
Republic,  pp.  304-309. 


III.     OUTSIDE   READINGS. 

History:  France  and  the  Confederate  Navy,  Cotton 
Famine  in  England,  Coffin's  Marching  to  Victory,  pp.  114- 
124;  The  Alabama  and  the  Kearsarge,  Coffin's  Redeem- 
ing Republic,  pp.  228-311  ;  Dodge's  Bird's  Eye  View,  pp. 
31-35  ;  Hague's  A  Blockaded  Family,  Life  in  Southern 
Alabama  during  the  War. 

Oratory:  Beecher's  Address  at  Liverpool  in  1863,  John- 
ston's American  Orations,  III.,  pp.  213-243;  also  in  Cen- 
tury, 38,  p.  240. 


ISO         A   PATHFINDER    IN    AMERICAN    HISTORY 


D.   Opening  of  the  Mississippi. 

What  to  Teach:  I.  Capture  of  Ft.  Henry  and  Ft. 
Donelson  (1862). 

« 

I.  REFERENCES. 

Richardson,  pp.  472-477;  Champlin,  pp.  171-179; 
Barnes,  pp.  495-498  ;  Barnes's  Brief,  pp.  224,  225  ;  An- 
derson, pp.  308-310. 

II.     SPECIAL  TOPICS. 

Sharpshooters,  Champlin,  pp.  173,  174. 

III.     OUTSIDE   READINGS. 

History:  Grant's  Memoirs,  I.,  pp.  282—315  ;  Loyalty  of 
East  Tennessee,  Coffin's  Marching  to  Victory,  pp.  365— 
381  ;  Guerilla  Warfare  in  Kansas,  Coffin's  Marching  to 
Victory,  pp.  381-384. 

IV.     SUGGESTIVE    NOTES. 

When  "  opening  the  Mississippi  "  is  reached  we  recom- 
mend that  all  the  topics  connected  with  it  be  studied  be- 
fore any  other  part  of  the  war  is  taken  up  again.  As  the 
capture  of  Vicksburg  was  made  in  1863,  this  plan  may  in- 
terfere a  little  with  chronology  ;  but  that  can  easily  be 
remedied.  In  securing  the  Mississippi  the  North  pre- 
vented the  South  from  getting  food  and  other  supplies,  and 
thus  facilitated  the  "  starvation  "  policy  referred  to  a  few 
pages  back 


THE    TEXT-BOOK  l8l 

The  remembrance  of  General  Butler  in  New  Orleans 
arouses  indignation  even  now  in  the  Crescent  City.  Pol- 
lard's Lost  Cause  in  connection  with  this  topic  indicates 
the  hostility  of  New  Orleans  people  toward  Butler  when 
he  was  there.  This  book  is  worth  reading,  as  being  a 
fairly  good  history  of  the  Civil  War  from  a  Southern  stand- 
point. Written  near  the  close  of  the  struggle,  by  the 
editor  of  a  Richmond  newspaper,  we  very  naturally  look 
for  some  sectional  bitterness.  Of  course  it  was  difficult 
at  that  time  to  get  at  reliable  statistics,  etc.  But  Mr.  Pol- 
lard's estimates  of  the  policy  of  Jefferson  Davis,  of  the 
commissariat  of  the  Confederacy,  of  its  financial  policy, 
of  its  conscription  methods,  of  Sherman  in  Georgia  and 
Sheridan  in  the  Shenandoah,  are  decidedly  interesting. 

What  to  Teach:  II.     Battle  of  Shiloh  (1862). 

I.  REFERENCES. 

Champlin,  pp.  207-214;  Barnes,  pp.  499-501  ;  Richard- 
son, pp.  482-486 ;  Barnes's  Brief,  pp.  225,  226,  with  note ; 
Dodge's  Bird's  Eye  View,  pp.  42-48. 

II.    SPECIAL  TOPICS. 

Grant's  Defence  of  Himself,  Barnes,  p.  502  ;  After  the 
Battle,  Barnes,  pp.  501,  502. 

III.     OUTSIDE   READINGS. 

History:  Grant's  Memoirs,  I.,  pp.  330-370;  The  Battle 
of  Shiloh,  Coffin's  Drum-Beat,  pp.  236-277  ;  Shiloh,  Comte 


1 82          A    PATHFINDER    IN    AMERICAN    HISTORY 

de    Paris's    Civil  War,    I.,    pp.    515-562;    Morris's    Half 
Hours,  II.,  pp.  407-426. 

What  to  Teach:  III.  Capture  of  New  Orleans  (1862). 


I.  REFERENCES. 

Richardson,  pp.  489-493  ;  Barnes,  pp.  509-511  ;  Cham- 
plin,  pp.  218-225;  Montgomery,  pp.  299,  300;  Soley's 
Sailor  Boys  '61,  pp.  175-199  ;  Barnes's  Brief,  pp.  230-232 
with  note. 

II.     SPECIAL  TOPICS. 

Butler  in  New  Orleans,  Richardson,  pp.  493,  494. 

III.     OUTSIDE   READINGS. 

History;  New  Orleans,  Comte  de  Paris's  Civil  War,  pp. 
149-180  ;  New  Orleans  and  Memphis,  Coffin's  Drum-Beat, 
pp.  218-235;  Farragut  on  the  Mississippi,  Morris's  Half 
Hours,  II.,  pp.  426-436 ;  Admiral  Farragut  (Headley's 
Young  Folks'  Heroes  of  the  Rebellion). 

What  to  Teach;  IV.  Capture  of  Vicksburg  (1863). 

I.  REFERENCES. 

Champlin,  pp.  334-340;  Bryant,  IV.,  pp.  557-559; 
Richardson,  pp.  518-520;  Barnes,  pp.  532-534;  Mont- 
gomery, pp.  307-309  ;  Barnes's  Brief,  pp.  244,  245  ;  Eliot, 
pp.  445-447- 


THE    TEXT-BOOK  183 

II.     SPECIAL  TOPICS. 

Domestic  Life  in  the  Confederacy,  Sheldon-Barnes,  p. 
350;  The  Sanitary  Commission,  Sheldon-Barnes,  pp.  351, 
352  ;  Running  the  Batteries,  Barnes's  Brief,  p.  244,  note. 

III.     OUTSIDE    READINGS. 

History :  A  Woman's  Diary  of  the  Siege  of  Vicksburg, 
Century,  September,  1885  ;  Confederate  Make-Shifts, 
Harper's,  3,  576;  Domestic  Life  in  the  Confederacy,  At- 
lantic Monthly,  August,  1886  ;  Twelve  Months'  Struggle 
at  Vicksburg,  Soley's  Sailor  Boys  '61,  pp.  199-246;  Siege 
of  Vicksburg,  Grant's  Memoirs,  I.,  pp.  532-547  ;  Vicks- 
burg, Greeley's  American  Conflict,  pp.  286-321  ;  Work  of 
Sanitary  Commission,  Coffin's  Freedom  Triumphant,  pp. 
205-233  ;  The  Siege  of  Vicksburg,  Coffin's  Marching  to 
Victory,  pp.  40-62,  283-307  ;  Murfreesboro  and  Chicka- 
mauga,  Coffin's  Marching  to  Victory,  pp.  385-420;  Chat- 
tanooga, Coffin's  Marching  to  Victory,  pp.  420-455  ;  The 
Cave-Dwellers  of  the  Confederacy,  Atlantic  Monthly, 
November,  1891  ;  Morris's  Half  Hours,  II.,  pp.  436-452. 

B.  Defence  of  Washington  and  Capture  of  Richmond. 

What  to  Teach:  II.  (d)  Outline  of  McClellan's  advance 
in  Peninsular  Campaign  (1862)  ;  Viz.,  (i)  Yorktown,  Wil- 
liamsburg,  Seven  Pines,  and  Fair  Oaks ;  (2)  Stonewall 
Jackson  in  the  Shenandoah,  Stuart's  Raid ;  (3)  The  Seven 
Days'  Battles,  ending  with  Malvern  Hill ;  McClellan's  Dis- 


184          A    PATHFINDER    IN    AMERICAN    HISTORY 

agreement  with  Lincoln ;  Interference  of  Politicians ;  Why 
this  Second  Attempt  upon  Richmond  failed. 

I.  REFERENCES. 

Champlin,  p.  240 ;  Richardson,  pp.  495-499 ;  Barnes, 
pp.  515-519  ;  Bryant,  IV.,  pp.  468-472  ;  Dodge's  Bird's 
Eye  View,  pp.  55-68;  Barnes's  Brief,  pp.  235-240;  Ellis, 
III.,  pp.  126-131. 

II.     SPECIAL  TOPICS. 

Sharpshooters,  Champlin,  pp.  144,  145  ;  Stonewall  Jack- 
son, Champlin,  pp.  253,  254 ;  Barnes,  pp.  545,  546  ;  War 
Balloons,  Champlin,  pp.  258,  259;  Jeb  Stuart,  Champlin, 
pp.  260,  261  ;  After  the  Battle  of  Williamsburg,  Barnes, 
p.  518;  Stuart's  Raid,  Champlin,  pp.  261,  262;  Malvern 
Hill,  Champlin,  pp.  268,  269. 

III.  OUTSIDE   READINGS. 

History:  The  Peninsular  Campaign,  Coffin's  Drum- 
Beat,  pp.  236-277  ;  The  Peninsular  Campaign,  Greeley's 
American  Conflict,  pp.  107-171,  Comte  de  Paris's  Civil 
War,  II.,  pp.  1-149;  The  Hour  of  Gloom  for  the  Union, 
Coffin's  Marching  to  Victory,  pp.  1-15  ;  Ellis,  III.,  pp. 

QS-^S- 

Fiction:    In    Ole   Virginia,    Among   the    Camps,   Two 

Little  Confederates,  Page. 

IV.  SUGGESTIVE   NOTES. 

The  "  Outline  of  McClellan's  Advance  in  Peninsular 
Campaign  "  means  just  that  and  nothing  more.  Did  he 


THE    TEXT-BOOK  I 8$ 

make  a  mistake  by  spending  one  month  on  a  regular  siege 
at  Yorktown  ?  Did  he  err  in  dividing  his  army  in  the  face 
of  the  enemy  near  Richmond,  putting  his  right  wing  on  one 
side  of  the  Chickahominy  and  his  left  on  the  other  ? :  Did 
President  Lincoln  act  wisely  in  refusing  to  send  McDowell 
with  the  re-enforcements  McClellan  so  earnestly  desired? 
However  these  questions  may  be  answered,  the  Napole- 
onic tactics  of  Stonewall  Jackson,  in  whipping  his  enemy 
in  detail  in  the  Shenandoah  Valley,  led  Lincoln  to  think 
Washington  was  in  danger.  McDowell  was  therefore  kept 
within  easy  call.  Stonewall  Jackson  in  threatening  Wash- 
ington frightened  Lincoln  into  preventing  McDowell's 
joining  McClellan.  Stuart's  raid,  in  which  he  rode  entirely 
around  McClellan's  army  and  cut  this  general's  communi- 
cation with  his  base  of  supplies,  compelled  McClellan  to 
retreat,  in  order  to  seek  a  new  base.  Right  here  it  may 
be  well  to  tell  the  class  that  it  requires  much  executive 
ability  to  feed  an  army.  If  "line  of  communication  "  and 
"  base  of  supplies  "  are  made  clear,  many  of  the  difficul- 
ties found  in  handling  large  armies  will  be  understood. 
To  establish  the  new  base  of  supplies  on  the  James  River 
forced  a  retreat,  during  which  the  "  Seven  Days'  Battles" 
were  fought.  We  shall  not  comment  upon  the  reasons  for 
the  outcome  of  this  ill-starred  campaign.  If  teachers 
wish  to  see  both  sides  presented,  they  can  find  the  one  in 
Nicolay  and  Hay's  Life  of  Lincoln,  and  the  other  in  Mc- 

1  The  Confederate  Army  took  advantage  of  this  division  of  the  Northern  army, 
and  "  Seven  Pines  "  and  "  Fair  Oaks  "  were  fought 


1 86  A    PATHFINDER    IN    AMERICAN    HISTORY 

Clellan's  Own  Story,  and  in  his  articles  in  the  Centur/ 
Magazine. 

As  at  all  times,  politicians  outnumbered  statesmen.  It 
is  a  very  easy  matter  for  men  to  confuse  political  partisan- 
ship with  unselfish  patriotism.  If  the  politician  had  made 
himself  less  conspicuous  all  through  the  war,  much  blood 
and  treasure  would  have  been  saved. 

A  Rebel's  Recollections  is  one  of  the  best  books  for 
teachers  or  pupils  we  have  seen,  if  the  inside  workings  of 
the  Confederacy  are  under  examination.  "  Confederate 
Money  "  and  "  Red  Tape  "  are  two  of  the  best  chapters. 
The  dashing  cavalry  leader,  "  Jeb  "  Stuart,  is  well  described 
in  this  book. 

What  to  Teach;  (£)  Lee's  First  Invasion  of  the  North  ; 
The  Battle  of  Antietam  and  Its  Results  (1862). 

I.  REFERENCES. 

Barnes,  pp.  524-527;  Richardson,  pp.  501-506;  Bry- 
ant, IV.,  pp.  498-504  ;  Anderson,  pp.  312-314;  Ellis,  III., 
PP.  HS-'SS;  Champlin,  pp.  277-279. 

II.     SPECIAL  TOPICS. 

Barbara  Frietchie,  Champlin,  pp.  278,  279 ;  After  the 
Battle  of  Antietam,  Champlin,  p.  287  ;  Removal  of  Mc- 
Clellan,  Champlin,  pp.  290,  291. 

III.    OUTSIDE   READINGS. 

History:  Invasion  of  Maryland,  Coffin's  Drum- Beat,  pp. 
289-334 ;  Antietam,  Greeley's  American  Conflict,  pp. 


THE    TEXT-BOOK  l8/ 

193-211,   Comte  de  Paris's  Civil  War,  II.,  pp.  331-360, 
Morris's  Half  Hours,  II.,  pp.  392-407  ;  Peninsular  Cam- 
paign, Century,  8,  p.   136  ;  and    10,  p.  121,  (McClellan's 
articles). 
Poem :  Barbara  Frietchie,  Whittier. 

IV.    SUGGESTIVE  NOTES. 

Having  repulsed  McClellan  and  saved  Richmond,  Lee 
decided  to  cross  the  Potomac  into  Maryland,  where  he 
fought  and  lost  the  Battle  of  Antietam.  Lee's  success  in 
Maryland  or  Pennsylvania  would  have  had  great  influ- 
ence upon  England  and  France  in  behalf  of  Southern 
interests. 

What  to  Teach :  (c)  Lee's  Second  Invasion  of  the  North ; 
The  Battle  of  Gettysburg  and  Its  Results  (1863). 

I.     REFERENCES. 

Barnes,  pp.  549-553  ;  Richardson,  pp.  524-529  ;  Cham- 
plin,  pp.  361— 367  ;  Ellis,  III.,  pp.  192-195  ;  Barnes's  Brief, 
pp.  251-254;  Bryant,  IV.,  pp.  552-555. 

II.    SPECIAL  TOPICS. 

Confederate  Wants,  Champlin,  pp.  300-302  ;  Jackson's 
Death,  Champlin,  p.  351  ;  Lee's  Retreat  from  Gettys- 
burg, Champlin,  pp.  365,  366 ;  John  Burns  and  Jenny 
Wade,  Champlin,  pp.  368,  369  ;  Effect  upon  England  of 
Battle  of  Gettysburg  and  Surrender  of  Vicksburg,  Cof- 
fin's Marching  to  Victory,  pp.  330-332. 


188          A    PATHFINDER    IN    AMERICAN    HISTORY 

III.  OUTSIDE  READINGS. 

History:  Gettysburg,  Greeley's  American  Conflict,  II., 
pp.  367-403,  Coffin's  Marching  to  Victory,  pp.  160-182  ; 
Burnside  at  Fredericksburg,  Coffin's  Drum-Beat,  pp.  386- 
414  ;  Pickett's  Charge,  Morris's  Half  Hours,  II.,  pp.  467- 
482;  "  Stonewall"  Jackson,  Century,  10,  p.  927;  Gettys- 
burg, Century,  33,  pp.  112,  133,  218,  451,  296,  464,  472, 
803. 

Poetry :  John  Burns  of  Gettysburg,  Harte. 

Oratory :  Lincoln's  speech  at  Gettysburg,  Anderson, 
pp.  316,  317  f  also  in  Johnston's  American  Orations,  IIL, 
pp.  243-245  ;  also  in  Union  Speaker,  p.  374. 

IV.  SUGGESTIVE    NOTES. 

We  omit  references  to  military  detail  between  the  bat- 
tles of  Antietam  and  Gettysburg,  but  the  teacher  will  do 
well  to  outline  the  events  as  follows  :  — 

After  Lee  was  driven  back  from  Maryland,  General 
Burnside  marched  with  the  Army  of  the  Potomac  toward 
Richmond,  and  was  defeated  at  Fredericksburg.  The 
next  spring  General  Hooker,  the  new  commander  of  the 
Army  of  the  Potomac,  started  toward  Richmond  and  met 
General  Lee  at  Chancellorsville,  when  the  Federals  were 
again  defeated.  Doubt  and  gloom  filled  the  North  with 
apprehension,  and  Lee,  flushed  with  success,  thought  it 
a  good  time  to  strike  a  blow  on  Northern  soil.  We  will 
not  mention  the  many  reasons  that  led  him  to  go  on  this 


THE    TEXT-BOOK  189 

fatal  expedition.  He  knew  that  a  great  victory  on  Uionn 
territory  would  secure  foreign  interference.  On  the  very 
day  when  Pickett's  repulse  brought  glorious  victory  to 
Northern  veterans,  a  resolution  to  recognize  the  Southern 
Confederacy  was  pending  in  the  House  of  Commons.  It 
was  never  called  up.  Gettysburg  was  the  Waterloo  of 
the  South.  Teachers  will  do  well  to  read  the  Comte  de 
Paris's  Civil  War,  III.,  pp.  538-694. 

E.   The  Negro  Contraband  and  Emancipation. 
What  to  Teach :   Emancipation  Proclamation  ;  Colored 
Troops  in  the  War  and  Exchange   of  Prisoners ;  Prison 
Life  ;  The  Draft. 

I.  REFERENCES. 

Richardson,  pp.  514-517,  530-533;  Champlin,  pp. 
318-322;  Coffin's  Marching  to  Victory,  pp.  94-98,  321— 
328;  Anderson,  p.  315,  with  note;  Eliot,  pp.  439-443; 
Bryant,  IV.,  pp.  504,  505,  543,  544. 

II.     SPECIAL   TOPICS. 

Exchange  of  Prisoners,  Champlin,  p.  430  ;  The  War 
and  the  Slave,  Sheldon-Barnes,  pp.  339-342  ;  Lincoln's 
Plan  of  buying  Slaves  in  Border  States,  Champlin,  pp.  316, 
317  ;  Emancipation  Proclamation,  Barnes,  p.  531  ;  How 
the  Confederacy  compelled  her  soldiers  to  serve,  Coffin's 
Marching  to  Victory,  p.  5. 

Effect  of  Emancipation,  North  and  South,  Coffin's 
Marching  to  Victory,  pp.  8,  9  ;  Emancipation  of  Slaves 


IQO         A    PATHFINDER    IN    AMERICAN    HISTORY 

in  District  of  Columbia,  Coffin's  Drum-Beat,  pp.  368-370; 
Slaves  as  Contraband  of  War,  Coffin's  Drum-Beat,  p.  77  ; 
Drafting  Soldiers  for  Southern  Army,  Coffin's  Redeeming 
Republic,  pp.  4,  5  ;  Slaves  enlisted  by  the  Confederacy, 
Eliot,  p.  463. 

III.    OUTSIDE   READINGS. 

History :  Slavery,  the  Corner-Stone  of  the  Confederacy, 
Crumbling,  Coffin's  Drum-Beat,  pp.  364-385 ;  Indians 
in  the  Confederate  Army,  Coffin's  Drum-Beat,  p.  158; 
Smede's  Memorials  of  a  Southern  Planter;  Emancipa- 
tion, Greeley's  American  Conflict,  pp.  232-270 ;  Narra- 
tive of  a  Blockade  Runner ;  Alcott's  Hospital  Sketches ; 
Livermore's  My  Story  of  the  War ;  Emancipation,  Comte 
de  Paris's  Civil  War,  II.,  pp.  706-747. 

Poem:  After  the  Emancipation  Proclamation,  Holmes. 

IV.     SUGGESTIVE   NOTES. 

When  the  war  began  the  United  States,  refusing  to 
recognize  the  Confederacy  as  a  government,  insisted  upon 
treating  prisoners  as  felons,  and  regarded  the  shooting  of 
Union  soldiers  as  murder.  At  Bull  Run  the  Confederates 
captured  many  Union  soldiers,  and  threatened  to  retali- 
ate by  hanging  these  if  the  North  maintained  its  attitude 
toward  Southern  prisoners.  Although  the  North  was  then 
obliged  to  abandon  its  position,  the  government  was  un- 
willing to  do  anything  which  would  appear  "  to  recognize 
the  right  of  the  Confederates  to  carry  on  war,"  and  would 
not  agree  to  exchange  any  prisoners  until  the  summer  of 


THE    TEXT-BOOK  IQt 

1862.  When  this  agreement  was  reached,  thousands  of 
prisoners  were  released  from  Northern  and  Southern  pris. 
ons,  until  the  Emancipation  Proclamation  was  issued  and 
colored  troops  were  enrolled  in  the  Union  armies.  The 
Confederacy  then  refused  to  exchange  colored  prisoners, 
and  issued  an  order  that  every  white  officer  in  charge  of 
colored  troops  should  be  put  to  death,  and  every  black 
soldier  taken  prisoner  should  be  enslaved.  President 
Lincoln  retaliated  by  proclaiming  that  "for  every  soldier 
of  the  United  States  killed  in  violation  of  the  laws  of  war, 
a  rebel  soldier  shall  be  executed ;  and  for  every  one  en- 
slaved by  the  enemy  or  sold  into  slavery,  a  rebel  soldier 
shall  be  placed  at  hard  labor  on  the  public  works."  Pres- 
ident Lincoln  thus  prevented  the  execution  of  any  pris- 
oner, but  the  Confederates  resolutely  refused  to  exchange 
any  black  prisoners.  This  ended  all  exchanges,  as  the 
North  was  emphatic  in  its  demand  that  all  prisoners,  ir- 
respective of  color,  should  be  put  on  the  same  footing. 
Thereafter  the  treatment  of  prisoners,  on  both  sides,  was 
a  source  of  much  bitterness.  Life  in  Libby  Prison,  and 
in  the  prison-pens  of  Belle  Isle,  Andersonville,  and  so  on, 
was  full  of  disease  and  suffering.  The  necessity  of  the 
draft  and  its  unpopularity  in  certain  parts  of  the  North, 
notably  in  New  York  City,  deserve  special  notice. 

B.  Defence  of  IVasJiington  and  Capture  of  Richmond. 

What  to  Teach :  III.  Grant's  Campaign  against  Rich- 
mond, (a)  Advance  upon  Richmond  (1864);  The 
Petersburg  Mine. 


IQ2          A    PATHFINDER    IN    AMERICAN    HISTORY 
I.     REFERENCES. 

Barnes,  pp.  567-575  ;  Richardson,  pp.  547-552  ;  Cham- 
plin,  pp.  433-438  ;  Ellis,  III.,  pp.  272-279  ;  Bryant,  IV., 
PP-  569-574  ;  Montgomery,  pp.  311-313. 

II.     SPECIAL   TOPICS. 

Mine  Explosion,  Barnes,  pp.  574,  575  ;  Champlin,  pp. 
453,  454  ;  Richardson,  pp.  556,  557  ;  Telegraph  and  Sig- 
nal Service,  Grant's  Memoirs,  II.,  pp.  205-207  ;  Confed- 
erate Money  in  1864,  Barnes,  p.  583. 

III.  OUTSIDE    READINGS. 

History  :  Abbott's  Battle-Fields  and  Victory,  pp.  42-127, 
180-199  ;  "  On  to  Richmond,"  Grant's  Memoirs,  II.,  pp. 
177-325  ;  Grant  and  Richmond,  Greeley's  American  Con- 
flict, II.,  pp.  562-597  ;  The  Peace  Commission,  Coffin's 
Freedom  Triumphant,  pp.  342-351;  General  Grant,  the 
Great  Commander,  Coffin's  Redeeming  Republic,  pp.  67- 
77  ;  The  Wilderness,  Coffin's  Redeeming  Republic,  pp. 
78-96  ;  The  Army  of  the  Potomac  from  Spottsylvania  to 
Petersburg,  Coffin's  Redeeming  Republic,  pp.  97—132,  153- 
198,  312-334  ;  Oliver  Optic's  Our  Standard  Bearer  (Grant)  ; 
Headley's  Fighting  Phil;  Gen.  Grant,  Gen.  Sheridan, 
(Headley's  Heroes  of  the  Rebellion). 

IV.  SUGGESTIVE    NOTES. 

In  1864  General  Grant  was  placed  in  command  of  all 
the  Northern  armies.  If  the  appointment  of  an  able  gen- 
eral to  such  a  position  had  been  made  sooner  it  would 


THE    TEXT-BOOK  IQ3 

have  been  much  better  for  the  Federal  cause.  The  South 
was  rapidly  becoming  exhausted,  and  defeat  was  only  a 
question  of  time. 

The  Northern  and  Southern  armies  alike,  in  1864,  were 
handled  with  great  ability.1  Grant  marched  against  Rich- 
mond from  the  North,  but  the  losses  sustained  by  fighting 
the  enemy  in  strong  positions  behind  breastworks  were 
great,  and  led  him  to  transfer  his  army  south  of  the  James. 
Lee  again  threatened  Washington,  in  the  hope  that  Grant 
would  withdraw  a  large  portion  of  his  forces  from  Rich- 
mond. Grant  sent  the  brave  "Phil  "  Sheridan  to  look 
after  Early  in  the  Shenandoah,  but  quietly  sat  in  grim 
determination  watching  the  enemy's  works  around  Rich- 
mond. The  Shenandoah,  "  the  back-door  to  Washing- 
ton," was  the  avenue  through  which  Lee  approached  the 
Federal  capital,  especially  when  he  wanted  to  weaken  the 
Federal  army  attacking  Richmond. 

What  to  Teach  :  (&)  Early 's  Raid ;  Sheridan's  Raid  in 
the  Shenandoah  Valley ;  Sheridan's  Ride  ;  Importance  of 
Shenandoah  Valley  in  Civil  War. 

I.  REFERENCES. 

Montgomery,  pp.  313-315;  Richardson,  pp.  553-556; 
Barnes's  Brief,  pp.  263-265,  with  note  ;  Ellis,  III.,  pp.  286- 
289;  Champlin,  pp.  449-451. 

II.     SPECIAL  TOPICS. 

Christmas  of  '64  in  Richmond,  Champlin,  pp.  428,  429  ; 
Furloughs  as  Cures  for  Homesickness,  Coffin's  Marching 

1  The  work  of  Generals  Early  and  Hood  should  be  excepted. 


194          A    PATHFINDER    IN    AMERICAN    HISTORY 

to  Victory,  pp.  100—103  5  ^Md  Glory  and  the  Loyal  South- 
ern Man,  Coffin's  Drum-Beat,  p.  158. 

III.     OUTSIDE   READINGS. 

History:  Abbott's  Battle-Fields  and  Victory,  pp.  192- 
235 ;  Sheridan  in  the  Valley,  Grant's  Memoirs,  II.,  pp. 

326-343- 

Poem:  Sheridan's  Ride,  Read  (Bryant's  Library  of 
Poetry  and  Song). 

F.  Sherman's  Campaign  in   Georgia. 

What  to  Teach:  I.  Advance  upon  and  Capture  of 
Atlanta  (1864). 

I.  REFERENCES. 

Barnes,  pp.  560-564  ;  Richardson,  pp.  564-568  ;  Ellis 
III.,  pp.  253—263  ;  Champlin,  pp.  458-467. 

II.     SPECIAL    TOPICS. 

The  Railroad  and  the  Army,  Champlin,  p.  459  ;  Jeff 
Davis's  Neckties,  Champlin,  p.  482  ;  How  the  Army 
Marched,  Champlin,  pp.  483,  484. 

III.    OUTSIDE   READINGS. 

History :  Abbott's  Battle-Fields  and  Victory,  pp.  136- 
179  ;  "  On  to  Atlanta,"  Grant's  Memoirs,  II.,  pp.  158- 
176;  Sherman  and  Atlanta,  Greeley's  American  Conflict, 
II.,  pp.  625-641  ;  The  Siege  and  Fall  of  Atlanta,  Coffin's 
Redeeming  Republic,  pp.  335-357,  401-426  ;  Confederate 
Raids,  Coffin's  Redeeming  Republic,  pp.  427-438 ;  Peace 
Party  and  the  Election  of  1864,  Coffin's  Redeeming  Repub- 
lic, pp.  439-453  ;  The  War,  a  Conflict  of  Free  and  Slave 


THE    TEXT-BOOK  I 95 

Labor,  Coffin's  Redeeming  Republic,  pp.  454-468  ;  Mc- 
Clellan  or  Lincoln,  1864,  Lowell's  Political  Essays,  pp. 
1S5~176- 

IV.    SUGGESTIVE   NOTES. 

In  connection  with  Sherman  in  Georgia  the  importance 
of  the  railroad  and  the  telegraph  in  modern  warfare  and 
modern  life  may  be  emphasized.  It  would  have  been  im- 
possible to  carry  on  the  Civil  War  on  so  grand  a  scale 
without  the  railroad.  Large  armies  could  not  have  been 
fed  without  almost  insurmountable  difficulties  in  Revolu- 
tionary days,  and  we  have  seen  that  the  United  States  was 
sorely  perplexed  to  get  supplies  to  the  soldiers  in  the  War 
of  1812.  The  railroad  has  changed  all  this.  It  took  not 
less  than  one  hundred  car-loads  of  provisions  a  day  to 
feed  Sherman's  army  when  it  was  advancing  upon  Atlanta.- 
The  "  March  to  the  Sea  "  resulted  in  greatly  weakening 
the  South  by  the  destruction  of  property  and  food-sup- 
plies worth  scores  of  millions.  When  Savannah  was  cap- 
tured near  the  close  of  1864,  the  Southern  cause  was 
almost  without  hope.  The  Confederate  money  had  be- 
come practically  worthless,  and  in  Southern  armies  and 
Southern  homes  good  food  was  scarce.  "  Domestic  life 
in  the  South,"  which  we  have  referred  to  in  various  books 
and  magazine  articles,  will  greatly  aid  to  a  right  under- 
standing of  the  hardships  the  Southern  people  had  to 
endure. 

What  to  Teach:  II.     Sherman's   March   to   the    Sea; 
Food  Supplies  (1864). 


196          A    PATHFINDER    IN    AMERICAN    HISTORY 
I.     REFERENCES. 

Montgomery,  pp.  316-320;  Appleton's  Cyclopaedia  of 
American  Biography,  V.,  pp.  502-507  ;  Richardson,  pp. 
569-575  5  Barnes,  pp.  564-566;  Champlin,  481,  482,  489- 
491  ;  Ellis,  III.,  pp.  264-271  ;  Anderson,  pp.  323-325. 

II.     SPECIAL   TOPICS. 

Sherman's  Bummers,  Champlin,  475-491  ;  Signalling, 
Champlin,  pp.  470,  471. 

III.    OUTSIDE   READINGS. 

History :  Abbott's  Battle-Fields  and  Victory,  pp.  235- 
254;  March  to  the  Sea,  Grant's  Memoirs,  II.,  pp.  344- 
376  ;  Sherman's  Great  March,  Greeley's  American  Con- 
flict, II.,  pp.  689-715;  Nichols's  Story  of  the  Great 
March,  General  Sherman,  Smalley,  Century,  27,  p.  450; 
Sherman's  March  to  the  Sea,  A.  Badeau,  St.  Nicholas,  14, 
Part  2,  p.  533  ;  Morris's  Half  Hours,  II.,  pp.  482-500. 

Poetry :  Marching  through  Georgia,  Pratt,  IV. ;  Tenting 
on  the  Old  Camp  Ground,  Pratt,  IV. ;  Sherman  in  Savan- 
nah, Holmes;  Sherman's  March  to  the  Sea,  Coffin's  Free- 
dom Triumphant,  pp.  79-114. 

G.   Closing  Events  of  the  War  (1865). 

What  to  Teach :  The  Fall  of  Richmond ;  The  Sur- 
render of  Lee ;  The  Flight  and  Capture  of  Jefferson 
Davis;  The  Assassination  of  President  Lincoln;  The 
Flight  and  Capture  of  Wilkes  Booth. 


THE  TEXT-BOOK  197 

I.  REFERENCES. 

Barnes,  pp.  589-593  ;  Coffin's  Freedom  Triumphant,  pp. 
471—485;  Richardson,  pp.  582-586;  Barnes's  Brief,  pp. 
274-277,  with  note  ;  Eliot,  pp.  465—467  ;  Ellis,  III.,  pp. 
322—330 ;  Bryant,  IV.,  597—600. 

II.    SPECIAL    TOPICS. 

Edwin  M.  Stanton,  Smith's  Famous  Americans,  pp.  108- 
110;  Richmond,  Champlin,  pp.  524-527  ;  Capture  of  Jef- 
ferson Davis,  Barnes,  pp.  594,  595  ;  President  Lincoln  in 
Richmond,  Coffin's  Freedom  Triumphant,  pp.  436-439  ; 
Lee's  Surrender,  Coffin's  Freedom  Triumphant,  pp.  462- 
466  ;  Daily  Life  in  South  at  Close  of  War,  Coffin's  Re- 
deeming Republic,  pp.  464,  Lincoln's  Assassination, 
Smith's  Famous  Americans,  pp.  107,  108. 

III.     OUTSIDE   READINGS. 

History  :  Fall  of  Richmond,  Harper's  Monthly,  33,  p.  92  ; 
Carpenter's  Six  Months  in  the  White  House  with  Abraham 
Lincoln;  Last  Days  of  the  Confederacy,  Ellis,  III.,  pp. 
306-330  ;  Abbott's  Battle-Fields  and  Victory,  pp.  305-329"; 
Lee's  Surrender,  Grant's  Memoirs,  II.,  pp.  483-498 ;  Fall 
of  Richmond,  Greeley's  American  Conflict,  II.,  pp.  724- 
740 ;  The  Fall  of  Richmond,  Coffin's  Freedom  Trium- 
phant, pp.  415-443;  Morris's  Half  Hours,  IL,  pp.  500- 
520;  Capture  of  Jefferson  Davis,  Century,  36?  p.  130; 
Assassination  of  Lincoln,  Century,  31,  p.  432  ;  How  Booth 
Crossed  the  Potomac,  Century,  5,  p.  822. 


198          A    PATHFINDER    IN    AMERICAN    HISTORY 

Poetry :  Battle  Hymn  of  the  Republic  (Later  Lyrics), 
Julia  Ward  Howe  ;  Hymn  of  Peace,  Holmes ;  The  Blue 
and  the  Gray,  Finch  ;  United  at  Last,  Barnes's  Fourth 
Reader ;  Decoration  Day,  Longfellow ;  How  Sleep  the 
Brave,  Collins;  The  American  Flag,  Union  Speaker,  pp. 
411,  412  ;  Burial  of  Lincoln,  Stoddarcl. 

Biography:  R.  E.  Lee,  Century,  10,  p.  605.. 

Oratory  :  Carl  Schurz  on  American  Battle  Flags,  Union 
Speaker,  pp.  391-393. 

THE  BEPUBLIO  APTEE  THE  CIVIL  WAE 

ANDREW  JOHNSON'S   ADMINISTRATION   (ONE  TERM,   1865- 

1869). 

What  to  Teach :  Disbanding  the  Armies  ;  The  Results 
of  the  War ;  The  President's  Plan  of  Restoring  the  Seceded 
States ;  The  Congressional  Plan  of  Reconstruction ;  The 
Condition  of  the  South  ;  Impeachment  of  the  President ; 
The  Thirteenth,  Fourteenth,  and  Fifteenth  Amendments; 
The  French  in  Mexico ;  The  Atlantic  Cable ;  The  Pur- 
chase of  Alaska. 

I.  REFERENCES. 

Scudder,  pp.  411-416;  Montgomery,  pp.  324-332; 
Richardson,  pp.  586-590 ;  Coffin's  Freedom  Triumphant, 
pp.  339-342  ;  Barnes's  Brief,  pp.  281-286;  Anderson,  pp. 
227-229;  Taylor's  Model  History,  pp.  269-274;  Eliot, 
pp.  47 0-475 • 

II.     SPECIAL   TOPICS. 

Maximilian  in  Mexico,  Barnes,  pp.  608,  609  ;  Andrew 
Johnson,  Barnes,  pp.  603,  604;  Reconstruction,  Sheldon- 


THE    TEXT-BOOK 


I99 


Barnes,  pp.   377-379 ;  The   Fenian  Movement,   Barnes's 
Brief,  p.  284;  Purchase    of   Alaska,   Johnston's    United 
States,  p.  366  ;  Cyrus  W.  Field,  Smith's  Famous  Americans, — 
pp.  20-23. 

III.     OUTSIDE   READINGS. 

History :  Reconstruction,  Lowell's  Political  Essays,  pp. 
177-230  ;  Ellis,  IV.,  pp.  1-15  ;  Lossing,  pp.  721-737  ;  Ball's 
Alaska  and  Its  Resources. 

Biography :  Johnson,  Frost's  Lives  of  the  Presidents, 
pp.  461-474- 

Fiction:  A  Fool's  Errand,  Tourgee. 

A   CHART   ON    SLAVERY. 


Slavery. 


In  Spain  and  Portugal. 
In  West  Indies. 

("From  where? 
First  Importation,  -j  ]$awhom;> 
[Why? 

During  Period 
'  of  Colonization. 

Royal  African  Company. 
(English  Government. 
Indentured  Servants  in  Virginia. 
Influence  in  Immigration. 

Comparative  numbers  I  -^      , 
Em  lament           \  South' 

Competition   of  Slave   and    Free 
Labor. 

Change  of  feeling  about  it.  j  <.  or  ,  ' 

Revolutionary 
Period. 

Ordinance  of  1787. 

IntheConstitu-jEn—  ^ 
tlon>            I  Runaway  Slaves. 

Opinion  of  Statesmen. 

200 


A    PATHFINDER    IN    AMERICAN    HISTORY 


Slavery. 


National  Period. 


Importation  after  1808. 

In  Vermont. 

Relation  to  Poor  Whites. 

Free  Colored  People  in  the  South. 

Effect  of  the  Cotton-gin. 

(  Settlement. 
Influence  on  <  Labor. 

(  Education. 

Influenced  by  Physical  Geography. 

Louisiana  Purchase. 

Florida  War. 

Missouri  Compromise. 

Admission  of  States  in  pairs. 

The  Anti-Slavery  Movement  in  Jack- 

son's Administration. 
Wilmot  Proviso. 
Compromise  of  1850. 
Underground  Railroad   and    Personal 

Liberty  Bills. 
Kansas-Nebraska  Bill. 
Abolitionists  and  Uncle  Tom's  Cabin. 
Assault  on  Sumner. 
Dred  Scott  Decision. 
As  Cause  of  Secession. 
Emancipation  Proclamation. 
i3th,  I4th  and  I5th  Amendments. 


Slaves  and  Citizens. 


Condition. 


IV.     SUGGESTIVE   NOTES. 

The  great  results  of  the  war  were  embodied  in  the  thir- 
teenth, fourteenth,  and  fifteenth  amendments,  whose  logi- 
cal outcome  is  the  "New  South"  of  to-day.  It  will  be 
noticed,  however,  that  before  the  adoption  of  the  last  two 
amendments  there  was  a  bitter  contest  between  Congress 
and  President  Johnson.  The  President's  plan  of  "  resto- 
ration "  was  radically  different  from  the  Congressional  plan 
of  reconstruction.  Congress  declared  that  the  two  essen- 


THE    TEXT-BOOK  2OI 

tial  conditions  of  the  readmission  of  the  seceded  States 
were,  (i)  The  freedmen  should  vote,  and  (2)  The  Southern 
leaders  should  not  vote.  This  was  in  name  and  fact  a  re- 
building of  that  social  structure  in  the  South  which  the 
Civil  War  had  demolished.  Alexander  Johnston,  in  Lalor's 
Cyclopaedia,  III.,  pp.  540-556,  discusses  the  troublesome 
question  of  reconstruction  in  all  its  bearings.  The  im- 
peachment of  the  President  is  another  exceedingly  inter- 
esting chapter  in  this  series  of  battles  between  the  executive 
and  legislative  departments.  In  speaking  of  foreign  rela- 
tions during  the  Civil  War  we  commented  upon  the  hostile 
attitude  of  Napoleon  III.  toward  the  United  States.  This 
hostility  was  further  illustrated  when  he  contemptuously 
disregarded  the  Monroe  Doctrine  and  the  wishes  of  the 
Mexican  people,  by  sending  Maximilian  with  a  French 
army  to  Mexico.  The  United  States  was  too  busy  then 
with  disturbances  at  home  to  interfere  with  Napoleon's 
ambitious  schemes.  But  after  the  close  of  the  Civil  War 
the  French  Monarch  was  informed  that  it  would  be  "  gravely 
inconvenient "  to  the  United  States  for  the  French  troops 
to  remain  any  longer  in  Mexico.  They  did  not  remain,  and 
the  weak,  misguided  Maximilian  met  his  death. 

ULYSSES  s.  GRANT'S  ADMINISTRATION  (TWO  TERMS, 
1869-1877). 

What  to  Teach:  The  Pacific  Railroad  and  its  Effect; 
What  the  Telegraph  and  Railroad  have  done  for  the  United 
States ;  Effect  of  the  Pacific  Railroad  on  Commerce  and 


202          A    PATHFINDER    IN    AMERICAN    HISTORY 

the  Development  of  the  West ;  Reconstruction  Completed  ; 
The  Centennial ;  The  Telephone  ;  England  and  the  Ala- 
bama Claims ;  Indian  Troubles ;  The  Indian  Reservation. 

I.  REFERENCES. 

Montgomery,  pp.  332-340 ;  Richardson,  pp.  592-599  ; 
Anderson,  pp.  329-336 ;  Barnes's  Brief,  pp.  287-295  ; 
Taylor's  Model  History,  pp.  274-284;  Eliot,  pp.  476- 
481  ;  Johnston's  United  States,  pp.  375-386. 

II.    SPECIAL  TOPICS. 

The  Pacific  Railroad  finished,  Richardson,  pp.  592,  593  ; 
Effect  of  Railroad  on  Commerce  with  Asia  and  the  Far 
West,  Montgomery,  pp.  334,  335  ;  The  Boy,  Grant,  Bol- 
ton's  Famous  American  Statesmen,  pp.  308-311;  Pro- 
posed Annexation  of  San  Domingo,  Barnes's  Brief,  pp, 
289,290;  The  Credit  Mobilier,  Taylor's  Model  History, 
pp.  278,  279  ;  The  Custer  Massacre,  Ellis,  IV.,  pp.  62-65  ; 
The  Electoral  Commission,  Higginson,  pp.  331-334; 
Thomas  Edison,  Smith's  Famous  Americans,  pp.  34-37  ; 
Grant's  Indian  Policy,  Thalheimer's  Eclectic,  p  356. 

III.     OUTSIDE   READINGS. 

History:  The  Centennial  Exposition,  Richardson,  pp. 
609-624  ;  King's  Campaigning  with  Crook ;  Driving  the 
Last  Spike  of  the  Union  Pacific,  Scribner's  Magazine, 
September,  1892. 

Biography:  Grant,  Lives  of  the  Presidents,   pp.  461- 


THE    TEXT-BOOK  2O3 

496  ;  also  Bolton's  Famous  American  Statesmen,  pp.  307- 
360. 

Poetry :  Kit  Carson's  Ride,  Miller. 

Fiction:  Ramona,  Jackson. 

IV.     SUGGESTIVE   NOTES. 

At  the  close  of  the  Revolution  Frederic  of  Prussia,  al- 
though a  warm  friend  of  the  United  States,  declared  that 
it  would  be  impossible  to  maintain  a  republic  over  such  a 
vast  extent  of  territory  as  that  included  between  Maine  and 
Georgia.  He  believed  the  Union  would  either  be  broken 
into  fragments  or  give  place  to  a  monarchy.  Others  said 
that  a  republican  form  of  government  had  never  been  a 
success  except  in  small  states  like  Switzerland,  Venice,  or 
Holland.  When  Rome  extended  her  dominion  over  im- 
mense areas  of  the  world  she  fell  under  the  sway  of  des- 
potism. 

A  like  argument  was  used  by  an  able  senator  from  South 
Carolina  when  the  Oregon  Country  came  under  discussion 
in  1843.  This  senator  urged  that  the  United  States  could 
never  feel  any  interest  in  that  far-off  land  ;  that  it  would 
take  ten  months  out  of  every  twelve  for  the  representatives 
from  a  State  so  remote  to  go  to  and  from  Washington. 
But  we  can  now  go  to  Oregon  much  quicker  than  Hancock 
could  go  from  Boston  to  Philadelphia  in  colonial  days. 
This  gigantic  country  is  to-day  more  compact  for  social  and 
political  purposes  than  was  Switzerland  in  the  Middle  Ages, 
or  New  England  at  the  close  of  the  eighteenth  century.1 

1  See  Fiske's  "  Critical  Period,"  pp.  50-62. 


204 


A    PATHFINDER    IN    AMERICAN    HISTORY 


In  order  to  show  more  clearly  the  immense  advantages 
to  the  country  of  the  steamboat,  railroad,  telegraph,  and 
so  forth,  a  review  lesson  might  be  given  here,  including 
the  following  topics  :  The  Steamboat,  The  National  Road, 
The  Erie  Canal,  The  Railroad,  Transatlantic  Steamboat 
Lines,  The  Telegraph,  The  Atlantic  Cable,  Pacific  Rail-] 
road,  Telephone,  Phonograph,  and  the  Prospective  Flying 
Machine. 

Many  of  these  should  be  assigned  as  special  topics. 
Such  lessons  are  of  great  value. 

President  Grant's  humane  scheme  of  winning  the  Indians 
to  civilization  by  educating  them  deserves  special  notice. 

In  connection  with  "  England  and  the  Alabama  claims," 
—  a  sufficient  cause  in  earlier  times  for  war,  —  the  mean- 
ing of  arbitration  should  be  brought  out  and  the  growth 
of  feeling  against  war  commented  upon.  Here  is  a  good 
opportunity  to  cultivate  a  little  sound  public  sentiment  on 
a  question  of  grave  moment  in  international  affairs. 

A   CHART   ON   THE   INDIANS, 
f  Origin. 

Condition    (  The  population  then  and  now. 
in  time  of    <  Distribution. 
Columbus.  (  Occupation. 


Indians.  •< 


Division  (  Families, 
into      \  Tribes,  etc. 


Characteristics. 


Physical. 

In  Government. 

"   Language. 

"   Dress. 

"    Manner  of  living 

"   Occupation. 

"    Warfare. 

"   Trade. 


THE    TEXT-BOOK 


205 


Treatment  by 
Colonists. 


In  Virginia. 

"  Massachusetts. 

"  Connecticut. 

"  Pennsylvania. 

"  New  York. 
By  Spaniards. 


Wars.  . 


Indians 


f  Pequod. 
King  Philip's. 
Part  taken  in  Interco- 
lonial Wars. 
Pontiac's  Conspiracy. 
In  Revolutionary  War. 
In  National  Period. 
Tippecanoe. 
Black  Hawk  War. 
War  of  1812. 
Seminole  War. 
In  Civil  War. 


Treaty-making. 
Placed  on  reservations. 


Present  Condition. 


Relation  to  National  Government. 

Wealth. 

In  numbers  compared  with  Colum- 

bus's  time. 
Education. 

As  soldiers  in  regular  army. 
Homes. 


I.  REFERENCES. 

Origin.  —  Scudder,  pp.  89-91;  Gilman,  pp.  76-79; 
Drake's  Making  of  New  England,  pp.  49-51  ;  Lossing,  pp. 
9-12  ;  Montgomery,  p.  40,  and  note  ;  Shaler's  Story  of  Our 
Continent,  pp.  153-165. 

Condition  in  Time  of  Columbus.  —  Eggleston,  pp. 
71-76;  Montgomery,  p.  39;  Bancroft,  I.,  p.  383,  II.,  pp. 
90-93,  100 ;  Higginson,  pp.  23-29;  Roosevelt's  Winning 
the  West,  I.,  p.  18  ;  Winsor's  Columbus,  pp.  218-220. 

Divisions.  —  Scudder,    pp.    92-94  ;  Higginson,    pp.  18, 


2C)6          A    PATHFINDER    IN    AMERICAN    HISTORY 

19;  Barnes,  pp.  13,  14;  Thalheimer's  Eclectic,  pp.  15- 
23;  Bancroft,  II.,  pp.  94-100;  Champlin's  Cyclopaedia 
Persons  and  Places,  pp.  39-42. 

Characteristics.  —  Barnes,  pp.  13-19  ;  Wright's  Ameri-" 
can  History,  pp.  14-26  ;  Scudder,  pp.  89-92  ;  Thalheimer's 
Eclectic,  pp.  23-26 ;  Montgomery,  pp.  39-45  ;  Sheldon- 
Barnes,  pp.  51-56;  Anderson's  United  States  Reader,  pp. 
38-43  ;  Bancroft,  II.,  pp.  101-136  ;  Higginson's  American 
Explorers,  pp.  91-93. 

Treatment  by  the  Colonists.  —  Scudder,  pp.  21,  35,  36, 
49,  67,  118,  76,  94-97,  111-114;  Johnston,  pp.  39,  47, 
48;  Anderson's  United  States  Reader,  pp.  74-78,  in, 
112  ;  Taylor's  Model  History,  pp.  64-66  ;  Wright's  Ameri- 
can History,  pp.  259-268;  Higginson's  American  Explo- 
rers, pp.  333-337. 

Wars.  —  (  Pequod.)  Eggleston,  pp.  79-90 ;  Scudder,  pp. 
94—97  ;  Sanford's  Conn.,  pp.  21-28  ;  Drake's  Making  New 
England,  pp.  203-213  ;  Coffin's  Old  Times  in  Colonies,  pp. 
176-183  ;  Barber's  New  England,  pp.  201—219  ;  Anderson, 
pp.  76,  77  ;  Goodrich's  American  Indians,  pp.  209-224. 

(King  Philip's.)  Barnes,  pp.  49-51 ;  Barber's  New  Eng- 
land, pp.  220-254  ;  Montgomery,  p.  91  ;  Coffin's  Old  Times 
in  Colonies,  pp.  241-250;  Lossing,  pp.  124-128;  Ellis,  I., 
pp.  170-182  ;  Hildreth.  I.,  pp.  480-493  ;  Gilman,  II.,  pp. 
84-86 ;  Pratt's  Stories  of  Massachusetts,  pp.  43-45  ;  Good- 
rich's  American  Indians,  pp.  191-208. 

(Part  taken  in  Intercolonial  Wars.)  Lossing,  pp.  183, 
184;  Barber's  New  England,  pp.  255-304;  Barnes,  pp.  69- 


THE    TEXT-BOOK  2O/ 

74;  Scudder,  pp.  140—142  ;  Coffin's  Old  Times  in  Colonies, 
pp.  53,  68,  71,  256—258  ;  Higginson's  Young  Folks,  pp.  150, 
151  ;  Anderson,  pp.  107,  108  ;  Ellis,  I.,  p.  291. 

(Pontiac's  Conspiracy.)  Montgomery,  pp.  137,  138 ; 
Barnes,  pp.  82,  83 ;  Scudder,  pp.  156,  157;  Ellis,  I.,  pp. 
316-331  ;  Higginson's  Young  Folks,  pp.  156-158;  Wright's 
American  History,  pp.  337-347  ;  Anderson,  pp.  117-119. 

(During  Revolution.)  Anderson,  pp.  183,  184;  Irving- 
Fiske,  p.  511;  Montgomery's  Beginners,  pp.  126,  127; 
Watson's  Noble  Deeds,  pp.  133-143 ;  Bancroft,  V.,  pp. 
170,  171. 

(National  Period.)  Johnston,  pp.  138-156;  Ellis,  II.,  pp. 
322-324,  326,  327  ;  Wright's  American  Progress,  pp.  121- 
129  ;  Scudder,  pp.  294,  295  ;  Anderson,  pp.  220,  262,  note, 
251,  261,  262  ;  Goodrich's  American  Indians,  pp.  303-315  ; 
Winsor's  History  of  America,  VIII.,  pp.  375,  392  ;  Roose- 
velt's Winning  the  West,  I.,  pp.  331-335  ;  Champlin,  pp. 
197,  200;  Ellis,  IV.,  pp.  324-330. 

Present  Condition.  —  Reports  of  the  Indian  Schools 
and  of  the  Indian  Conferences  at  Lake  Mohonk. 

III.    OUTSIDE    READINGS. 

History :  Ellis's  Red  Man  and  White  Man  ;  Roosevelt's 
Winning  the  West ;  Custer's  Boots  and  Saddles  ;  Custer's 
Tenting  on  the  Plains;  Custer's  Following  the  Guidon; 
Custer's  My  Life  on  the  Plains  ;  Reports  of  General  Arm- 
strong and  Captain  Pratt  of  the  Hampton  and  Carlisle 
Schools ;  Frances  C.  Sparhawk's  Onoqua  (  Lee  &  Shepard). 


2O8  A    PATHFINDER    IN    AMERICAN    HISTORY 

This  last-named  book  deals  with  Indian  reservation  life, 
and  is  a  plea  for  the  education  of  the  Indian.  Peter  Par- 
ley's Manners,  Customs,  and  Antiquities  of  the  Indians  of 
North  and  South  America.  The  last  two  chapters  treat  of 
the  customs  and  manners  of  the  North  American  Indians. 

Poetry:  The  Skeleton  in  Armor,  Longfellow;  The  Sem- 
inole's  Reply,  American  Speaker,  p.  261  ;  The  White 
Man's  Foot,  Chapter  xxi.  in  Hiawatha,  Longfellow.  For 
Articles  on  Indian  Territory  and  Indian  Treaties,  see 
Lalor's  Cyclopaedia  I.,  pp.  390-394,  and  II.,  p.  498,  also 
Winsor,  VII.,  pp.  446-454. 

Oratory:  In  American  Speaker,  The  American  Indians, 
(J.  Story)  p.  47;  Indian  Chief  to  White  Settler  (E.  Ev- 
erett), pp.  114—116. 

IV.     SUGGESTIVE  NOTES. 

Said  an  Indian  visiting  Washington  in  1880,  "Four 
years  ago  the  American  people  promised  to  be  friends  to 
us.  They  lied.  That  is  all."  Said  one  of  our  prominent 
military  men,  "The  best  Indian  is  a  dead  Indian."  These 
quotations  illustrate  the  extreme  views  of  the  red  men  and 
the  white  men. 

Shall  the  United  States  exterminate  or  civilize  the  In- 
dians ?  The  war  policy  would  cost  in  men  and  money  ten 
times  more  than  the  peace  policy.  It  would  cost  more  to 
exterminate  the  Indians  than  it  did  to  wage  the  Civil  War. 
In  the  past  two  and  one-half  centuries  ten  whites  —  pos- 
sibly twenty  to  twenty-five  —  have  fallen,  where  a  single 


THE   TEXT-BOOK  20Q 

Indian  has  been  killed  in  the  Indian  Wars.  Half  of  the 
expenses  of  our  War  Department,  exclusive  of  those  in- 
curred by  the  Civil  War,  has  been  spent  on  Indian  Wars. 

The  war  policy  having  proved  a  failure,  the  peace  policy 
was  established.  Reservations  were  made,  and  the  Indians 
were  placed  upon  them. 

But  the  reservation  system  is  attended  with  many  evils. 
The  Indians  are  placed  by  themselves,  out  of  contact  with 
the  civilizing  influence  of  the  whites,  and  directly  under 
the  influence  of  the  medicine-men.  They  are  fed  like  so 
many  infants,  and  in  various  ways  are  prevented  from 
learning  lessons  of  manly  independence.  A  striking  com- 
mentary upon  our  system  of  supporting  the  Indians  in 
idleness  is  found  in  a  comparison  of  the  Osages  and  the 
Navajos.  The  Osage  Indians,  numbering  about  1,500,  have 
to  their  credit  a  trust  fund  of  $8,162,826,  drawing  an  interest 
of  five  per  cent:  the  Navajos,  numbering  about  17,000, 
have  no  trust  fund,  and  receive  from  the  government  only 
$7,500  per  year.  The  social  condition  of  the  Osages  is 
far  below  that  of  the  Navajos.  It  has  been  found  that 
Indian  prisoners  of  war  who  have  been  compelled  to  work 
for  their  living  have  made  much  more  rapid  progress  than 
the  reservation  Indians  who  have  been  allowed  to  remain 
in  idleness.  Said  Sitting  Bull,  "God  Almighty  made  me 
an  Indian,  and  he  did  not  make  me  an  agency  Indian,  and 
I  do  not  intend  to  be  one."  He  was  too  manly  and  self- 
respecting  not  to  be  restive  under  the  degrading  influ- 
ences that  attend  the  reservation  system. 


2IO          A    PATHFINDER    IN    AMERICAN    HISTORY 

General  Morgan  has  greatly  extended  the  work  of  edu- 
cation to  all  Indian  youth,  and  the  government  is,  we  are 
glad  to  say,  beginning  a  system  which  will  be  a  mighty 
lever  in  lifting  the  Indian  to  a  higher  mental  and  moral 
plane.  That  system  allows  the  Indian,  like  any  other 
free  man,  to  have  his  own,  and  to  reap  the  fruits  of  his  own 
toil. 

RUTHERFORD    B.    HAYES'S    ADMINISTRATION    (ONE    TERM, 
1877-1881). 

What  to  Teach :  Troops  Withdrawn  from  the  South ; 
Railroad  and  Coal  Strikes ;  Eads  and  the  Mississippi ; 
United  States  Paper  Money  and  Gold. 

I.  REFERENCES. 

Montgomery,  pp.  340-343  ;  Barnes's  Brief,  pp.  294,  295  ; 
Taylor's  Model  History,  pp.  285-290  ;  Johnston,  pp.  261- 
264 ;  Ellis,  IV.,  pp,  68-82. 

II.     SPECIAL   TOPICS. 

Resumption  of  Specie  Payment,  Johnston's  United 
States,  p.  391. 

III.    OUTSIDE   READINGS. 

History:  Johnston's  American  Politics,  pp.  238-247. 

Biography:  Mrs.  Hayes,  Gordon's  From  Lady  Wash- 
ington to  Mrs.  Cleveland,  pp.  389-407  ;  Hayes,  Frost's 
Lives  of  the  Presidents,  pp.  497-504. 

Oratory:   Haygood's  Thanksgiving  Sermon,  "The  New 


THE   TEXT-BOOK  211 

South  (1880),  Johston's  American  Orations,  III.,  pp.  311- 
327- 

IV.     SUGGESTIVE    NOTES. 

It  would  be  excellent  for  United  States  Bonds  to  be 
taken  up  in  the  arithmetic  class  when  paper  money  and 
gold  are  discussed  here.  The  pupils  should  get  some 
idea  of  what  "  honest  money "  means.  This  topic  was 
never  more  important  than  it  is  to-day.  The  commercial 
prosperity  of  this  country  hinges  largely  upon  the  right 
management  of  our  national  finances.  There  is  much 
ignorance  in  the  land  as  to  the  real  function  of  money ; 
and  this  ignorance  has  found  repeated  expression,  even 
in  very  recent  years,  in  the  wildest  sort  of  schemes.  In 
grammar-school  work  teachers  can  of  course  do  only  a 
little  with  a  problem  so  complicated  ;  but  that  little  may 
put  the  pupil  on  the  road  that  will  lead  him  to  intelligent 
conclusions  later  on. 

GARFIELD    AND    ARTHUR'S    ADMINISTRATION    (ONE    TERM, 
1881-1885). 

What  to  Teach :  Garfield  Assassinated  ;  Civil  Service 
Reform ;  The  New  Orleans  Cotton  Centennial ;  The 
"  New  South  ;  "  The  Freedmen  and  Education. 

I.  REFERENCES. 

Montgomery,  pp.  343-349  ;  Taylor's  Model  History,  pp. 
291-297  ;  Thalheimer's  Eclectic,  pp.  368-372  ;  Ellis,  IV., 
pp.  83-87. 


212          A   PATHFINDER    IN    AMERICAN    HISTORY 
II.    SPECIAL  TOPICS. 

The  Boy  Garfield,  Famous  American  Statesmen,  pp. 
362-365  ;  Chinese  and  California  View  of  the  Chinese 
Question,  Sheldon-Barnes,  pp.  388,  389  ;  The  Egyptian 
Obelisk,  Taylor's  Model  History,  pp.  291,  292;  Revision 
of  the  Bible,  Taylor's  Model  History,  p.  592  ;  Standard 
Time,  Taylor's  Model  History,  pp.  294,  295  ;  Boyhood  of 
Garfield,  Ellis,  IV.,  p.  83. 

III.  OUTSIDE   READINGS. 

History :  The  Education  of  the  Negro,  Atlantic  Monthly, 
July,  1892;  Ellis,  IV.,  pp.  83-167;  Anderson,  pp.  336- 
340;  Grady's  New  South. 

Biography  :  James  A.  Garfield,  Bolton's  Famous  Ameri- 
can Statesmen,  pp.  361-399  ;  Brown's  Life  of  Garfield  ; 
Garfield,  Frost's  Lives  of  the  Presidents,  pp.  505-522  ; 
Arthur,  Frost's  Lives  of  thePresidents,  pp.  523-537. 

IV.  SUGGESTIVE   NOTES. 

The  "  New  South  "  and  the  "  Freedmen  and  Education" 
ought  to  be  discussed  with  great  care.  Here  the  intelli- 
gence and  breadth  of  the  teacher  will  count  for  much. 
Some  one  has  wisely  said,  "  The  negro  was  first  a  slave, 
next  a  contraband,  then  a  freedman,  and  now  a  problem. 
After  a  time  less  stress  will  be  laid  upon  the  problem  and 
more  upon  the  negro.  Then  the  problem  will  vanish  and 
the  negro  remain." 


THE    TEXT-BOOK  213 

The  South  now  gives  $7,000,000  a  year  to  support  20,- 
ooo  free  colored  schools,  enrolling  1,238,622  pupils.  All 
this  since  1865  ;  nearly  all  since  1870  ;  most  of  it  since 
1875.  95  per  cent  of  the  taxes  raised  to  support  these 
schools  are  paid  by  Southern  whites.  Since  the  war  the 
South  has  spent  $50,000,000  upon  negro  education  ;  the 
North,  $35,000,000.  Two  and  one-quarter  million  negroes 
in  the  South  can  now  read  and  write.  These  facts,  and 
many  others  of  deep  interest  on  this  subject,  may  be  found 
in  the  reports  for  the  last  three  years  of  the  negro  con- 
ferences at  Lake  Mohonk.  Cable's  "  Negro  Question," 
Haygood's  "  Our  Brother  in  Black,"  and  various  maga- 
zine articles  of  later  years,  will  give  the  teacher  a  good 
conception  of  this  subject. 

Bishop  Haygood's  book,  just  referred  to,  and  Bryce's 
article  in  the  North  American  for  January,  1892,  are  broad, 
dispassionate,  scholarly  treatments  of  the  negro  in  the 
South. 

GROVER  CLEVELAND'S  ADMINISTRATION  (ONE  TERM, 

1885-1889). 

What  to  Teach :  Civil  Service  Reform  Advanced ; 
Labor  Organizations  and  Strikes ;  The  Chicago  Anar- 
chists ;  Presidential  Succession ;  Chinese  Immigration. 

I.  REFERENCES. 

Montgomery,  pp.  349-355 ;  Anderson,  pp.  340-342  ; 
Thalheimer's  Eclectic,  pp.  373-376  ;  Johnston,  pp.  268- 
272  ;  Ellis,  IV.,  pp.  234,  235. 


214          A    PATHFINDER    IN    AMERICAN    HISTORY 
II.    SPECIAL  TOPICS. 

The  Chinese  Question,  Sheldon-Barnes,  p.  389, 
Thalheimer's  Eclectic,  pp.  365,  366 ;  Immigration,  Shel- 
don-Barnes, pp.  386-388  ;  Presidential  Succession,  Shel- 
don-Barnes, pp.  298,  299  ;  Ballot  Reform,  Johnston,  pp. 
268,  269  ;  Statue  of  Liberty,  Anderson,  p.  342  ;  Natural 
Gas,  Taylor's  Model  History,  pp.  301,  302. 

III.  OUTSIDE   READINGS. 

Biography :  Cleveland,  Frost's  Lives  of  the  Presidents, 
PP-  53^-542. 

IV.  SUGGESTIVE   NOTES. 

For  the  years  subsequent  to  the  Civil  War  it  is  difficult 
to  get  good  references,  as  the  best  history  of  these  times 
remains  to  be  written.  Henry  George,  in  Lalors  Cyclo- 
paedia, I.,  pp.  409-414,  has  written  a  suggestive  article  on 
Chinese  Immigration,  a  subject  that  should  be  discussed 
with  care.  "  Industrial  Arbitration,"  Lalor's  Cyclopaedia, 
II.,  pp.  503-505,  discusses  another  subject  of  vital  interest 
and  importance. 

BENJAMIN  HARRISON'S  ADMINISTRATION  (ONE  TERM, 
1889-1893). 

What  to  Teach:  Settlement  of  Oklahoma  ;  The  Seal 
Fisheries  ;  Difficulty  with  Chili ;  The  Admission  of  Six 
New  States  ;  The  New  War  Ships. 


THE  TEXT-BOOK  21  5 

I.  REFERENCES. 

Taylor's  Model  History,  pp.  298-308  ;  Ellis,  IV.,  pp. 
168-172  ;  Anderson,  pp.  343-350  ;  Montgomery,  pp.  355- 
358- 

II.   SPECIAL  TOPICS. 

Isthmus  of  Darien  and  The  Monroe  Doctrine,  Ander- 
son, p.  345  ;  The  Johnstown  Flood,  Taylor's  Model  His- 
tory, p.  310. 

II.     OUTSIDE    READINGS. 

History:  Ellis,  IV.,  pp.  168-337  ;  The  Six  New  States, 
Drake's  Making  The  Great  West,  pp.  322-325  ;  The 
Indian  Question,  Sheldon-Barnes,  pp.  381-385  ;  The  New 
South,  Sheldon-Barnes,  pp.  390-393  ;  The  Great  West, 
Sheldon-Barnes,  pp.  394-398. 

Oratory:  Henry  Clay  on  the  American  System  (1832), 
Johnston's  American  Orations,  III.,  pp.  338-374  ;  Frank 
B.  Hurd  on  a  Tariff  for  Revenue  only,  Johnston's  Ameri- 
can Orations,  III.,  pp.  374-405. 

IV.     SUGGESTIVE   NOTES. 

For  valuable  information  on  the  seal  fisheries  we  refer 
to  Ex-Minister  Phelps's  article  in  the  Harpfr's  Magazine, 
for  April,  1891.  In  discussing  the  New  War  Ships  the 
pupils  should  have  their  attention  called  to  the  immense 
extent  of  seacoast  the  United  States  must  protect.  To 
maintain  a  certain  measure  of  respect  from  other  nations, 
and  to  stand  in  a  position  to  defend  itself  from  hostile 
aggressions,  the  United  States  needs  a  strong  navy. 


A   FEW   HINTS   ON   DATES   AND 
REVIEWS 


IN  Part  I.  we  suggested  certain  dates  that  should  be 
fixed  in  children's  memories  in  the  preparatory  stages  of 
the  work.  In  Part  II.  we  have  said  very  little  on  this 
point ;  but  we  trust  the  tenor  of  the  whole  book  is  such  as 
to  discourage,  with  emphasis,  the  indiscriminate  memo- 
rizing of  dates.  Only  a  very  few,  those  pointing  out  the 
great  landmarks  of  history,  need  be  learned  with  exact- 
ness. But  the  chronology  of  historic  development  must 
not  be  overlooked.  The  children  must  not  be  allowed  to 
study  with  slovenly  ideas  of  historical  sequence,  as  clear- 
ness on  this  point  is  absolutely  essential  to  intelligent 
knowledge  of  history. 

Columbus  discovered  America  in  1492,  and  about  fifty 
years  later  De  Soto  discovered  the  Mississippi.  Between 
these  two  dates  the  Spanish  explorers  may  be  found. 
What  was  done  in  the  way  of  discovery  and  exploration 
in  the  next  fifty  years  ?  The  Cabots  discovered  the  main- 
land of  North  America  a  few  years  after  Columbus  first 
saw  San  Salvador.  1607-1733  are  the  extreme  dates 
217 


2lS  A    PATHFINDER    IN    AMERICAN    HISTORY. 

of  colonization.  The  Revolution,  1775-1783,  preceded 
the  critical  period,  1781-1789.  These  important  events 
should  have  grouped  about  them  events  whose  dates 
need  not  be  learned  with  exactness.  For  example,  we 
can  easily  remember  that  between  the  close  of  the  last 
French  War  and  the  outbreak  of  the  Revolution,  came 
the  Stamp  Act,  the  Boston  Massacre,  the  Boston  Port 
Bill ;  but  it  is  by  no  means  necessary  to  recall  the  exact 
year  when  these  events  took  place.1 

We  recommend  that  when  the  constitutional  period  is 
reached  the  list  of  presidents  be  learned  in  order.  Some- 
thing is  wrong  when  a  grammar-school  pupil  of  average 
ability  is  uncertain  whether  Thomas  Jefferson  preceded 
Andrew  Jackson  in  the  presidency.  We  believe  pupils 
should  be  able  to  locate  with  readiness  any  of  the  presi- 
dents when  the  dates  of  their  administrations  are  named, 
and  vice  versa.  When  was  the  cotton-gin  invented  ?  In 
Washington's  administration  is  exact  enough,  when  the 
pupil  knows  this  administration  was  from  1789  to  1797. 

We  believe  it  is  well  to  pass  over  ground  rapidly 
on  advance  work,  and  then  review  slowly.  When  chil- 
dren have  gone  over  the  field,  even  though  with  some 
haste,  they  get  a  better  perspective  and  understand  more 
clearly  the  bearing  of  previous  upon  subsequent  events. 
In  this  connection  we  refer  to  what  has  been  said  upon 
the  right  use  of  charts,  for  the  chart  has  its  best  use  in 
review  work. 

1  Of  course  these  dates  are  mentioned  merely  for  illustration. 


ADDITIONAL  FICTION. 


OUR  list  is  not  a  long  one,  because  we  have  not  tried  to 
make  it  exhaustive.  Our  aim  is  to  recommend  a  compar- 
atively small  number  of  good  stories  —  stories  that  will 
lead  to  historical  research  ;  that  will  tend  to  cultivate  good 
reading  habits  ;  that  will  stimulate  a  liking  for  historical 
reading.  We  have,  for  reasons  satisfactory  to  ourselves, 
rejected  some  books  which  rank  high  and  which  we  would 
heartily  commend  to  readers  of  mature  growth.  This 
list,  however,  is  for  pupils  of  grammar  and  high  school 
grades.  On  pp.  97-100,  of  Part  I.,  may  be  found  another 
list,  of  which  this  is  supplementary. 

Austin.  —  Dora  Darling ;  or,  The  Daughter  of  the  Regiment. 

Lee  &>  S.  $1.00 

A  beautiful  story  of  the  Civil  War. 

A  Nameless  Nobleman,     Houghton.  1.25 

Dr.  Le  Baron  and  His  Daughters.     Houghton.  1.25 

Stories  of  the  Pilgrims. 
Bynner.  — The  Begum's  Daughter  (early  New  York  History). 

Little.  1.50 

.Zachary  Phips.  1.40 

A  story  of  Burr's  expedition,  the  War  of  1812,  and  the 
Seminole  War.     Houghton.  1.25 

219 


22O          A    PATHFINDER    IN    AMERICAN    HISTORY 

Butter-worth. —  In  the  Boyhood  of  Lincoln.    Appleton.  1.50 

Catherwood.  —  The  Lady  of  Fort  St.  John.     Houghton.  1.25 

A  story  of  early  Canadian  history. 
Childs.  —  The  Rebels.    Phillips. 

A  story  of  the  American  Revolution. 
Craddock.  —  The  Prophet  of  the  Great  Smoky  Mountain. 

Houghton.  1.25 

A  story  of  the  poor  mountain  whites  of  Tennessee. 
Dickens.  —  Tale   of  Two   Cities    (the   French    Revolution). 

Crowell.  1.25 

Eggleston.  —  Hoosier  Schoolboy.     Scribners.  i.oo 

Hoosier  Schoolmaster.    Judd.  1.25 

The  Circuit  Rider.     Scribners.  .  1.50 

Life  in  the  North-west  in  the  first  half  of  this  century  is 
graphically  portrayed  in  these  three  stories. 

The  Graysons.     Century.  1.50 

Abraham  Lincoln  is  a  prominent  character  in  this  book. 
Gordon.  —  Englishman's  Haven.      Appleton.  1.50 

A  story  of  Louisbourg  and  early  colonial  times. 
Goss.  —  Tom  Clifton;  or,  Western  Boys  in  Grant  and  Sher- 
man's Army.     Crowell.  1.50 
Hale.  —  Philip  Nolan's  Friends.     Roberts.                                        1.25 

Life  in  Louisiana  at  the  opening  of  this  century. 
Harris.  —  Uncle  Remus      Appleton.  1.50 

Negro  folk-lore  in  negro  dialect. 

On  the  Plantation.     Appleton.  1.50 

"The  author  gives  in  the  form  of  fiction  many  of  his 
own  experiences  during  the  Civil  War." 
Henty.  —  In  the  Reign  of  Terror  (the  French  Revolution). 

Scribners.  I  •  50 

Kingsley.  —  Westward  Ho !  (Sir  Francis  Drake  and  "  Good 

Queen  Bess").     Macmillan.  i.oo 


ADDITIONAL    FICTION  221 

Ogden.  —  A  Loyal  Little  Redcoat.     Stokes.  2.00 

The  Tories  in  New  York  at  the  close  of  the  Revolution. 
Page.  — In  Ole  Virginia.     Scribners.  1.25 

Paulding.  —  The  Dutchman's  Fireside.    Scribners.  2.50 

Scott. —  Kenilworth  (Raleigh  and  Queen  Elizabeth).  Houghton.    i.oo 

Woodstock  (Cromwell  and  the  Puritans).     Houghton.       i.oo 

Seawell.  —  Little  Jarvis.    Appleton.  i.oo 

Story  of  a  midshipman  on  board  the  "  Constellation  "  in 
John  Adams's  administration. 

Midshipman  Paulding  (War  of  1812).     Appleton.  i.oo 

Stoddard.— The  Battle  of  New  York.     Appleton.  1.50 

A  story  of  the  draft  riot  in  New  York  and  the  battle  of 
Gettysburg. 
Little  Smoke.     Appleton.  1.50 

A  story  of  the  Sioux  Indians. 

Stowe.  —  The  Mayflower  (The  Pilgrims).     Houghton.  1.50 
The  Minister's  Wooing.     Houghton.                                       1.50 

The  slave  trade  and  life  in  Newport  in  the  early  part  of 
this  century. 
Thompson.  —  The  Green  Mountain  Boys.    Lee  dr*  S.  i.oo 

A  story  of  the  Revolution. 
The  Rangers ;  or,  the  Tory's  Daughter.    Lee  &>  S.  i.oo 

Burgoyne's   invasion   and  the  daring   deeds   of  Ethan 
Allen  and  John  Stark. 
Thackeray.  —  The  Virginians.     2  vols.     Lippincott.  2.50 

Colonial  life  in  Virginia  and  Braddock's  defeat. 
Tourg^e.— A  Fool's  Errand.     Fords.  1.50 

Reconstruction  days  in  the  South. 

Wallace.  —  A  Fair  God  (Cortez  and  Montezuma).    Houghton.      1.50 
Watson.  —  The  Old  Harbor  Town.   Paper.  Dillingham,  N.  Y.       .50 

A  story  of  New  London  in  the  Revolution. 
Woolson.  —  Rodman  the  Keeper.     Harper.  i.oo 

Southern  Sketches. 


OUR  UNION 


POPULAR   NAMES 


1.  DELAWARE,  Blue  Hen  State 

2.  PENNSYLVANIA,  Keystone  State    . 

3.  NEW  JERSEY,  Garden  State 

4.  GEORGIA,  Empire  State  of  the  Sotith 


6.  MASSACHUSETTS,  Bay  State 

7.  MARYLAND,  Old  Line  State 

8.  SOUTH  CAROLINA,  Palmetto  State 

9.  NEW 


10.  VIRGINIA, 


Old  Dominion, 
Mother  of  President;;, 


NEW  YORK,  Empire  State 


ii. 


13.  RHODE  ISLAND,  Little  Rhody 


14.  VERMONT,  Green  Mountain  State 

15.  KENTUCKY,  Slue  Grass  State 

16.  TENNESSEE,  Volunteer  State 

223 


Ratified  the 
Constitution. 

Dec.  7,  1787. 
Dec.  12,  1787. 
Dec.  18,  1787. 

Jan.  2,  1788. 

Jan.  9,  1788. 

Feb.  6,  1788. 
Apr.  28,  1788. 
May  23,  1788. 

June  21,  1788. 

June  25,  1788. 
July  26,  1788. 
Nov.  21,  1789. 
May  29,  1 790. 

Admitted  to 
the  Union. 

Mar.  4,  1791. 
June  I,  1792. 
June  I,  1796. 


224 


A    PATHFINDER   IN   AMERICAN   HISTORY 


17.  OHIO,  Buckeye  State  . 

18.  LOUISIANA,  Pelican  State    . 

19.  INDIANA,  Hoosier  State 

20.  MISSISSIPPI,  Bayou  State     . 

21.  ILLINOIS,  Prairie  State 

22.  ALABAMA 

23.  MAINE,  Pine-  Tree  State      . 

24.  MISSOURI,  Iron  State 

25.  ARKANSAS,  Bear  State 

26.  MICHIGAN*,  Lake  State 

27.  FLORIDA,  Peninsular  State 

28.  TEXAS,  Lone  Star  State 

29.  IOWA,  Ha^vkeye  State 

30.  WISCONSIN,  Badger  State    , 

31.  CALIFORNIA,  Golden  State  . 

32.  MINNESOTA,  Gopher  State 

33.  OREGON,  Beaver  State 

34.  KANSAS,  Garden  State  of  the  West 

35.  WEST  VIRGINIA,  New  Dominion 

36.  NEVADA,  Silver  State 

37.  NEBRASKA,  Black  Water  State    . 

38.  COLORADO,  Centennial  State 

39.  NORTH  DAKOTA 

40.  SOUTH  DAKOTA,  Artesian  State  . 

41.  MONTANA  .... 

42.  WASHINGTON,  Evergreen  State  . 

43.  IDAHO,  Gem  of  the  Mountains     . 

44.  WYOMING,  Equality  State  . 


Admitted  to 
the  Union. 

.  Nov.  29,  1802. 

.  Apr.  30,  1812. 

.  Dec.  n,  1816. 

.  Dec.  10,  1817. 

.  Dec.  3,  1818. 

.  Dec.  14,  1819. 

.  Mar.  15,  1820. 

.  Aug.  10,  1821. 

.  June  15,  1836. 

.  Jan.  26,  1837. 

.  Mar.  3,  1845. 

.  Dec.  29,  1845. 

.  Dec.  28,  1846. 

.  May  29,  1848. 

.  Sept.  9,  1850. 

.  May  ii,  1858. 

.  Feb.  14,  1859. 

.  Jan.  29,  1861. 

.  June  19,  1863. 

.  Oct.  13,  1864. 

.  Mar.  I,  1867. 

.  Aug.  i,  1876. 

.  Nov.  3,  1889. 

.  Nov.  3,  1889. 

.  Nov.  8,  1889. 

.  Nov.  ii,  1889. 

.  July  3,  1890. 

.  July  7,  1890. 


FAMOUS  SAYINGS  OF  EMINENT  MEN. 


FAREWELL,  dear  England !  farewell,  the  church  of  God  in  England, 
and  all  the  Christian  friends  there  !  We  go  to  practise  the  positive 
part  of  church  reformation,  and  propagate  the  gospel  in  America.  — 

Francis  Higginson. 

Then  join  hand  in  hand,  brave  Americans  all,  — 
By  uniting  we  stand,  by  dividing  we  fall ! 

— John  Dickinson. 
—  Arthur  Lee. 

Both  regiments  or  none !  —  Samuel  Adams  to  Gov.  Ihitchinson. 
I  am  not  a  Virginian,  but  an  American.  —  Patrick  Henry. 
We  must  all  hang  together,  or  assuredly  we  shall  all  hang  sepa- 
rately. —  Benjamin  Franklin. 

We  must  consult  Brother  Jonathan.  —  George  Washington. 
To  be  prepared  for  war  is   one  of  the  most  effectual  means  of 
preserving  peace.  —  George  Washington. 

Government  is  a  trust,  and  the  officers  of  the  government  are 
trustees ;  and  both  the  trust  and  the  trustees  are  created  for  the  benefit 
of  the  people.  —  Henry  Clay. 

I  have  heard  something  said  about  allegiance  to  the  South.  I 
know  no  South,  no  North,  no  East,  no  West,  to  which  I  owe  any 
allegiance.  —  Henry  Clay. 

I  never  use  the  word  "  Nation  "  in  speaking  of  the  United  States  ; 
I   always  use  the  word  "  Union  "  or  "  Confederacy."     We   are   not 
a  nation,  but  a  Union,  a  confederacy  of  equal  and  sovereign  States. 
225 


226          A   PATHFINDER   IN    AMERICAN    HISTORY 

England  is  a  nation,  Austria  is  a  nation,  Russia  is  a  nation,  but  the 
United  States  are  not  a  nation.  — J.  C.  Calhoun. 

Be  sure  you  are  right,  then  go  ahead.  —  David  Crockett. 

Let  our  object  be,  our  country,  our  whole  country,  and  nothing  but 
our  country.  —  Daniel  Webster. 

If  we  fail,  let  us  fail  like  men,  lash  ourselves  to  our  gallant  tarn, 
and  expire  together  in  one  common  struggle,  fighting  for  Free  Trade 
and  Seamen's  Rights.  —  Henry  Clay. 

I  am  a  man  and  you  are  another.  —  Black  Hawk  to  President 
Jackson. 

Fifty-four  forty  or  fight.  —  William  Allen. 

It  would  be  superfluous  in  me  to  point  out  to  your  lordship  that 
this  is  \va.r.—  C/iartes  F.  Adams  to  Earl  Russell,  Sept  5,  1863. 

A  national  debt,  if  it  is  not  excessive,  will  be  to  us  a  national 
blessing.  —  Alexander  Hamilton. 

Millions  for  defence,  but  not  one  cent  for  tribute.  —  Pinckney. 

We  have  met  the  enemy  and  they  are  ours.  —  Perry. 

To  the  victors  belong  the  spoils  of  the  enemy.  —  W.  L.  Marcy. 

The  people's  government,  made  for  the  people,  made  by  the  people, 
and  answerable  to  the  people.  —  Daniel  Webster. 

We  join  ourselves  to  no  party  that  does  not  carry  the  flag  and  keep 
step  to  the  music  of  the  Union.  —  Rufus  Choate. 

I  will  be  as  harsh  as  truth,  and  as  uncompromising  as  justice.  — 
Wm.  Lloyd  Garrison. 

Cotton  is  King ;  or,  Slavery  in  the  Light  of  Political  Economy.  — 
David  Christy. 

No  other  terms  than  unconditional  and  immediate  surrender  can 
be  accepted.  I  propose  to  move  immediately  upon  your  works. — 
U.  S.  Grant. 

I  propose  to  fight  it  out  on  this  line  if  it  takes  all  summer. — 
U.  S.  Grant. 

Let  us  have  peace.  —  U.  S.  Grant. 


FAMOUS    SAYINGS    OF    EMINENT    MEN  22/ 

If  any  one  attempts  to  haul  down  the  American  flag,  shoot  him  on 
the  spot.  — John  Adams  Dix. 

I  retain  these  negroes  as  contraband  of  war,  and  have  set  them  to 
work  inside  the  fortress.  — B.  F.  Butler. 

All  we  ask  is  to  be  let  alone.  — Jefferson  Davis. 

Say  to  the  seceded  States,  Wayward  Sisters,  depart  in  peace. — 
Winfield  Scott. 

As  long  as  I  count  the  votes,  what  are  you  going  to  do  about 
it  ?  Say  !  —  W.  M.  Tweed. 

The  president  .  .  .  should  strive  to  be  always  mindful  of  the 
fact  that  he  serves  his  party  best  who  serves  the  country  best. — 
R.  B.  Hayes. 

Fourscore  and  seven  years  ago,  our  fathers  brought  forth  upon 
this  continent  a  new  nation,  conceived  in  liberty,  and  dedicated  to  the 
proposition  that  all  men  are  created  equal.  Now  we  are  engaged  in 
a  great  civil  war,  testing  whether  that  nation,  or  any  nation  so  conceived 
and  so  dedicated,  can  long  endure.  We  are  met  on  a  great  battle- 
field of  that  war.  We  have  come  to  dedicate  a  portion  of  that  field 
as  a  final  resting-place  for  those  who  here  gave  their  lives  that  the 
nation  might  live.  It  is  altogether  fitting  and  proper  that  we  should 
do  this.  But  in  a  larger  sense  we  cannot  dedicate,  we  cannot  conse- 
crate, we  cannot  hallow,  this  ground.  The  brave  men,  living  and  dead, 
who  struggled  here,  have  consecrated  it  far  above  our  power  to  add 
or  detract.  The  world  will  little  note,  nor  long  remember,  what  we 
say  here,  but  it  can  never  forget  what  they  did  here.  It  is  for  us,  the 
living,  rather  to  be  dedicated  here  to  the  unfinished  work  which  they 
who  fought  here  have  thus  far  so  nobly  advanced.  It  is  rather  for  us 
to  be  here  dedicated  to  the  great  task  remaining  before  us,  —  that  from 
these  honored  dead  we  take  increased  devotion  to  that  cause  for  which 
they  gave  the  last  full  measure  of  devotion, —  that  we  here  highly 
resolve  that  these  dead  shall  not  have  died  in  vain,  —  that  this 
nation,  under  God,  shall  have  a  new  birth  of  freedom,  —  and  that 
government  of  the  people,  by  the  people,  for  the  people,  shall  not 
perish  from  the  earth.  —  Abraham  Lincoln,  iVovember  19,  1863. 


NOTED    PATRIOTIC   POEMS 


[Selected  from  "  Bugle-Echoes,"  a  collection  of  poems  of  the  Civil 
War,  Northern  and  Southern.  Edited  by  Francis  F.  Browne. 
Published  by  White,  Stokes,  &  Allen.] 

Our  Country's  Call,  William  Cullen  Bryant. 

Battle  Hymn  of  the  Republic,  Julia  Ward  Howe. 

Voyage  of  the  Good  Ship  Union  (1862),  Oliver  Wendell  Holmes. 

Killed  at  the  Ford,  H.  W.  Longfellow. 

Barbara  Frietchie,  /.  G.  Whittier. 

How  are  you,  Sanitary  ?  Bret  Harte. 

The  Alabama,  Maurice  Bell. 

O  Captain  !  My  Captain  !  (On  Death  of  Abraham  Lincoln.)  Walt 
Whitman. 

Gone  Forward.  (On  Death  of  Robert  E.  Lee,  Oct.  12,  1870.) 
Margaret  J.  Preston. 

The  Tournament,  Sidney  Lanier. 

The  Blue  and  the  Gray.  (Founded  upon  an  incident  that  occurred 
at  Columbus,  Miss.,  on  Decoration  Day,  1867,  when  flowers  were 
strewn  upon  the  graves  of  Confederate  and  Federal  soldiers  alike.) 
Francis  Miles  Finch. 

Heroes  of  the  South,  Paul  Hamilton  Hayne. 

Ode  for  Decoration  Day,  Theodore  P.  Cook. 
229 


23° 


A    PATHFINDER    IN    AMERICAN    HISTORY 


[Selected  from  "  A  Library  of  American  Literature.     Edited  by  Ed- 
mund  Clarence  Stedman  and   Ellen   Mackav  Hutchinson.      Pub- 


lished  by  Charles  L.  Webster  &  Co. 

ii  vols. 

Per  vol.,  $3.00.] 

Abraham  Lincoln. 

8:229. 

A'.  H.  Stoddard. 

Adams  and  Liberty, 

45341- 

R.  T.  Paine,  Jr. 

America  to  Great  Britain. 

4  :  432. 

Washington  Allston. 

Andre's  Request  to  Washington. 

6  :  269. 

N.  P.  Willis. 

Bunker  Hill. 

8:48. 

B.  F.   Taylor. 

Bunker's  Hill. 

3  :  389- 

H.  H.  Brackenridge. 

Columbia.    (National  Song.) 

3  =  43o. 

T.  Dwight. 

Columbus. 

5  •  248- 

Lydia  Sigourney. 

Concord  Hymn. 

6:158. 

R.  W.  Emerson 

The  Congress.     (Tory  Song.) 

3  :  357- 

Anon. 

The  Death  of  Wolfe. 

2  :  477. 

Anon. 

Dixie. 

8  :  365. 

Albert  Pike. 

Dixie 

II  :3I2. 

Ernest  McGaffey. 

Independence  Day. 

4:98. 

Tyler. 

Keenan's  Charge.     (Chancellorsville.) 

"'3j- 

G.  P.  Lathrop. 

Marching  through  Georgia. 

8  :  600. 

Henry  C.  Work. 

The  Mayflower. 

8:72. 

E.  W.  Ellsworth. 

The  Ballad  of  Nathan  Hale. 

3  =  347- 

Anon. 

On  General  Ethan  Allen. 

3  =  413- 

Lemuel  Hopkins. 

We  are  Coining,  Father  Abra'am. 

(Song.) 

8  :  362. 

J.  S.  Gibbons. 

When  this  Cruel  War  is  Over.     (Song.)  8  :  369. 

C.  C.  Sawyer. 

When  Johnny  Comes  Marching  Home. 

(Song.)  8 : 370.  P.  S.  Gilmore. 

[Selected  from  "  Poetry  of  the  Civil  War,"  a  collection  made  by  Richard 

Grant  White.    Published  by  the  American  News  Company,  New 

York.] 

Brother  Jonathan's  Lament  for  Sister  Caroline.    (Written  upon  the 
announcement  of  the  Ordinance  of  Secession.)     O.  W.  Holmes. 


NOTED    PATRIOTIC    POEMS  231 

The  Present  Crisis,  James  Russell  Lowell. 

Jonathan  to  John.     (Trent  Affair.)    James  Russell  Lowell. 

The  Cumberland.  (Sunk  by  Merrimack  in  Hampton  Roads.)  H.W. 
Longfellow. 

Boston  Hymn.  (Read  at  the  Emancipation  Meeting.  Boston,  Jan. 
I,  1863.)  R.  W.  Emerson. 

The  Cavalry  Charge,  Edmund  C.  Stedman. 

When  Johnny  Comes  Marching  Home,  Anon. 

When  this  Cruel  War  is  Over,  Anon. 

Driving  Home  the  Cows,  Kate  Putnam  Osgood. 

Sheridan's  Ride,  71  Buchanan  Read. 

Abraham  Lincoln,  Edmund  C.  Stedman. 

Maryland !  My  Maryland  !  James  R.  Randall. 

Beyond  the  Potomac.  ("  Stonewall  "  Jackson's  last  raid  into  Mary- 
land.) Paul  H.  Hayne. 

The  Confederate  Flag.     (At  close  of  war.)     Anon. 

[Selected  from  "  Songs  of  History,"  Hezekiah  Butterworth.  Published 
by  New  England  Publishing  Co.,  Boston,  $1.00.  This  contains,  also, 
many  other  historical  poems  appropriate  for  anniversary  and  memo- 
rial days.] 

The  Thanksgiving  for  America,  Hezekiah  Butterworth. 
Whitman's  Ride  for  Oregon,  Hezekiah  Butterworth. 
Roger  Williams,  Hezekiah  Butterworth. 
Decoration  Day,  Hezekiah  Butterworth. 

[Selected  from  "Ballads  of  Battle  and  Bravery."  Edited  by  W. 
Gordon  McCabe.  Published  by  Harper  &  Bros.  Paper,  $  0.25. 
No.  100  of  the  Half-hour  Series.] 

The  Old  Continentals,  Guy  Humphrey  McSfaster. 
The  Battle  of  New  Orleans,  Thomas  Dunn  English. 
Civil  War,  Charles  Dawson  Shanly. 
The  Color-Bearer,  Margaret  J.  Preston. 


232  A    PATHFINDER    IN    AMERICAN    HISTORY 

I 
[Selected  from  "  Songs  of  the   Soldiers."    Edited  by  Frank  Moore. 

Published  by  Geo.  P.  Putnam's  Sons.     $1.00.] 

The  Stars  and  Stripes,  James  T.  Fields. 

Soldier's  Song,  Alice  Carey. 

The  Battle-Cry  of  Freedom,  Anon. 

Just  before  the  Battle,  Mother,  Anon. 

[Selected  from  "  Lyrics  of  Loyalty."    Edited  by  Frank  Moore.     Pub- 
lished by  Geo.  P.  Putnam's  Sons.    $1.00.] 

Flag  of  the  Constellation,  T.  Buchanan  Read. 

Boston  Hymn,  K.  IV.  Emerson. 

Voyage  of  the  Good  Ship  Union,  O.  W.  Holmes. 

Voice  of  the  Northern  Women,  Phabe  Cary. 

Pro  Patria,  T.  B.  Aldrich. 

Roll  Call,  N.  G.  Shepherd. 

Abraham  Lincoln,  W.  D.  Gallagher. 

The  Proclamation,  John  G.  Whittier. 

An  Appeal,  O.  IV.  Holmes. 
[Selected  from  "  Rebel  Rhymes  and  Rhapsodies."    Edited  by  Frank 

Moore.     Published  by  Geo.  P.  Putnam's  Sons,  $1.00.] 

A  Poem  for  the  Times,  John  K.  Thompson. 

The  Right  above  the  Wrong,  John  W.  Overall. 

The  South  in  Arms,  Rev.  J.  //.  Martin. 

To  the  Tories  of  Virginia,  Anon. 

Maryland,  James  R.  Randall. 

The  Battle-Field  of  Manassas,  /T/.  F.  Bigney. 

The  Stars  and  Bars,  Anon. 

Song  of  the  Privateer,  Alex  H.  Cummins. 

[Selected  poems  from  different  books.'} 
New  England,/.  G.  Percival. 
Lexington  (1875), /•  G-  Whittier. 
Union  and  Libertv,  O.  W.  Holmes. 


NOTED    PATRIOTIC    POEMS  233 

The  Skeleton  in  Armor,  H.  W.  Longfellow. 

Burial  of  the  Minnisink.  (The  dead  Indian  chief  and  his  war-horse.) 
H.  W.  Longfellow. 

The  Arsenal  at  Springfield,  ff.  W.  Longfellow. 

Evangeline,  H.  W.  Longfellow. 

Hiawatha,  H.  W.  Longfellow. 

Miles  Standish,  //.  W.  Longfellow. 

Decoration  Day,  H.  W.  Longfellow. 

Charles  Sumner,  H.  W.  Longfellow. 

The  Poet's  Tale,  in  Tales  of  a  Wayside  Inn,  Lady  Wentworth, 
//.  W.  Longfellow. 

The  New  England  Tragedies, "  John  Endicott  "  and  "Giles  Corey 
of  the  Salem  Farms,"  H.  W.  Longfellow. 

The  Song  of  the  Ancient  People,  Edna  Dean  Proctor. 

Caldwell  at  Springfield,  Bret  Harte. 

In  the  Old  South  Church,  /.  G.  Wliittier. 

Concord  Fight,  R.  IV.  Emerson. 

An  interview  with  Miles  Standish,  J.  R.  Loivell. 

An  Incident  of  Gettysburg,  Frances  de  Ilaes  Janvier. 

Kentucky  Bell.  (Morgan's  Raid  in  Kentucky  during  Civil  War.) 
Constance  Fenimore  Woolson. 


BOOKS   REFERRED   TO    IN   PART   II 


SHORT  TITLE.                                         FULL  TITLE.  PRICE. 

Abbot's  Battlefields  and  Victory.     Dodd.  $2.00 

Abbot's  Blue  Jackets  of  '61.    Dodd.  2.00 

Abbot's  Blue  Jackets  of  1812.    Dodd.  2.00 

Abbot's  Blue  Jackets  of  '76.    Dodd.  2.00 

Abbot's  Captain  Miles  Standish.     Dodd.  1.25 

Abbot's  Daniel  Boone.     Dodd.  1.25 

Abbot's  Paul  Jones.     Dodd.  1.25 

Abbot's  Revolutionary  Times.     Roberts.  i.oo 
Adams's  (Chas.  Francis)  Familiar  Letters  of 

John  Adams  and  His  Wife.     Honghton.  2.00 

Alcott's  Hospital  Sketches.     Roberts.  1.50 

Alton's  among  the  Lawmakers.     Scribners.  1.50 
Anderson.          New  Grammar  School  History  of  the  United 

States.     Maynard.                                   net,  i.oo 
Appleton's  Cyclopaedia  of  American  Biogra- 
phy.    6    vols.     (Sold    by    subscription.) 

Appleion.  30.00 

Arnold's  Ar-     Arnold's  Life  of  Benedict  Arnold.   McClurg.  2.50 

nold.                     Bagehot's  English  Constitution.     Appleton.  2.00 

Baldwin's  Ancient  America.     Harper.  2.00 
Bancroft.            Bancroft's    History   of  the   United   States. 

6  vols.     Appleton.  1 5.00 

235 


236 


A    PATHFINDER    IN    AMERICAN    HISTORY 


SHORT  TITLE.  FULL  TITLE.  PRICE. 

Bancroft's  Native  Races  of  the  Pacific  States 

of  North  America.     5  vols.     Appleton.          27.50 

Barber's  New     Barber's   History  and  Antiquities  of  New 
England.  England.     Dorr,  H.  Scarce 

Barnes.  Barnes's   Popular    History   of  the    United 

States  and  America.     Barnes. 


Barnes's  Barnes's  Brief  History  of  the  United  States 

Brief.  American. 

Bigelow's  France  and  the  Confederate  Navy. 
Harper. 

Bolton's  Famous  American  Statesmen. 
Crow  ell. 

Brinton's  American  Races.     Hodges. 

Brooks's  Story  of  the  American  Indians. 
Lothrop. 

Brooks's  Story  of  the  American  Sailor. 
Lothrop. 

Browne's  Maryland  (American  Common- 
wealths). Houghton, 


3-5° 


i-5o 
i. 5o 

2.OO 
2.50 
2.25 
1.25 


Bryant.  Bryant's   Popular   History   of    the    United 

States.     4  vols.     (Sold  by  subscription.) 
Scribners.  24.00 

Bryant's  Library  of  Poetry  and  Song.   Fords.        5.00 
Brycc's  American  Commonwealth.     2  vols. 

Macmillan. 

Burnham's  Struggles  of  the  Nations.     2  vols. 
Lee  &  S.  6.00 

Butterworth.     Butterworth's    Young    Folks'    History  of 

America.     Lothrop.  1.50 

Cable's  The  Negro  Question.     Scribners.  .75 


BOOKS  REFERRED  TO  IN  PART  II 


237 


SHORT   TITLE.  FULL    TITLE.  PRICE. 

Carpenter's  Six  Months  in  the  White  House 

with  Abraham  Lincoln.     Hard. 
Catlin's  North  American  Indians.     Chatto.     Scarce 
Champlin.  Champlin's    Young    Folk's    History  of  the 

War  for  the  Union.    Holt.  2.50 

Chapin's     Land     of    the     Cliff    Dwellers. 

Clarke.  net,       2.25 

Coffin's  Boys  of  '76.     Harper.  3.00 

Coffin's  Building  the  Nation.     Harper.  3.00 

Coffin's  Drum-   Coffin's  Drum-Beat  of  the  Nation.     Harper.       3.00 
Beat.  Coffin's  Freedom  Triumphant.     Harper.  3.00 

Coffin's  Marching  to  Victory.     Harper.  3.00 

Coffin's  Old  Times  in  the  Colonies.     Har- 
per. 3.00 
Coffin's  Redeeming  the  Republic.     Harper.         3.00 
Comte  De           Comte  De  Paris's  History  of  the  Civil  War 
Paris's  Civil          in  America.     Vols.  I.,  II.,  III.,  IV.,  now 
War.                         ready.     Porter.                                per  vol.,      3.50 
Cooke's  Old      Cooke's    Stories    of    the    Old    Dominion. 
Dominion.               Harper.  1.50 
Cooke's  Life  of  General  R.  E.  Lee.  Appleton.       3.00 
Custer's  Boots  and  Saddles.     Harper.  1.50 
Custer's  Following  the  Guidon.     Harper.            1.50 
Custer's  My  Life  on  the  Plains.     Sun.                 3.50 
Custer's  Tenting  on  the  Plains.     Webster.           3.50 
D'Anvers's  Heroes  of  American  Discovery. 

Routledge.  1.25 

Dawes's  How  We  Are  Governed.  Interstate. 

net,       i.oo 
De   Tocqueville's   Democracy  in   America. 

2  vols.     Allyn.  4-OO 


238  A    PATHFINDER    IN    AMERICAN    HISTORY 

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Dodge's  Stories  of  American  History.     Lee 

&  S.  net,          .30 

Dodge's  Bird's  Eye  View  of  the  Civil  War. 

Houghton.  3.00 

Dole's  American  Citizen.     Heath.  net,         .90 

Doyle's  English  Colonies  in  America.  3  vols. 

Holt.  10.50 

Drake's  Making  of  New  England.   Scribners.       1.50 
Drake's  Battle  of  Gettysburg.     Lee  &°  S.  .50 

Drake's   New  England  Legends  and   Folk 

Lore.     Roberts.  3.50 

Drake's  Making  of  the  Great  West.    Scrib- 
ners. 1.75 
Drake's  Bur-     Drake's  Burgoyne's  Invasion  of  1777.    Lee 
goyne.                    &•  S.  .50 
Drake's  Indian  History  for  Young  Folks. 

Harper,  3.00 

Drake's  New     Drake's  Nooks  and  Corners  of  New  Eng- 
England.  land  Coast.     Harper.  3.50 

Drake's  Taking  of  Louisburg.    Lee  &"  S.  .50 

Draper's   History   of    the   American    Civil 

War.     3  vols.     Harper,  10.50 

Earle's  Sabbath  in  Puritan  New  England. 

Scribners.  1.25 

Eggleston's        Eggleston's  First  Book  in  American      His- 
First  Book.  tory.     American.  .60 

Eggleston's         Eggleston's    Household    History    of    the 
Household  United  States.    Appleton.  2.50 

United  States. 

Eggleston's        Eggleston's  History  of   the  United   States 
United  States,      and  Its  People.     American.  1.05 


BOOKS    REFERRED    TO    IN    PART    II 


239 


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Eggleston's  (G.  C.)  A  Rebel's  Recollections. 

Putnam.  i.oo 

Eggleston  and  Seelye's  Montezuma.     Dodd.  \  .co 

Eggleston  and  Seelye's  Pocahontas.     Dodd.  i.oo 
Eggleston's    (G.  C.)    Strange    Stories   from 

History.     Harper.  i.oo 
Eliot.                     Eliot's  History  of  the  United  States.    Ware. 

net,  1.35 
Ellet's  Domestic  History  of  the  Revolution. 

Lippincott.  1.25 
Ellis's  The  Red  Man  and  the  White  Man. 

Little.  3.50 
Ellis.                      Ellis's  Youth's  History  of  the  United  States. 

4  vols.     (Sold  by  subscription.)     Cassell.  16.00 

Fisher's  Colonial  Era.     Scribners.  1.25 

Fiske's  American  Political  Ideas.     Harper.  i.oo 
Fiske's     American     Revolution.      2     vols. 

Houghton.  4.00 
Fiske's  Criti-     Fiske's  Critical  Period  of  American  History. 

cal  Period.             Houghton.  2.00 
Fiske's    Discovery    of     America.     2    vols. 

Houghton.  4.00 
Fiske's  Civil     Fiske's   Civil   Government   in   the   United 
Government.        States.     Houghton.                                net,  i.oo 
Fiske's  War  of  Independence.     Houghton.  .75 
Fiske-Irving.     Fiske-Irving's  Washington  and  His  Coun- 
try.    Ginn.  -75 
Frost's  Lives  of  the  Presidents.    Lee  6°  S.  1.50 
Frost's  Mill  Boy  of  the  Slashes.     Lee  &>  S.  i.oo 
Frost's  The  Swamp  Fox.     Lee  &"  S.  i.oo 
Frothingham's  Rise  of  the  Republic  of  the 
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240 


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Gay's  Madi-       Gay's  James  Madison  (American  Statesmen ). 
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Oilman.  Gilman's  Historical  Readers.     3  vols.     Vol. 

I.,  net,  $.35;  Vol.  II.,  net,  $.48;  Vol.  III., 
$0.60.     Interstate. 

Gilman's  Gilman's  James  Monroe  (American  States- 

Monroe,  men).     Houghton.  1.25 

Good  Reading.     Leach.  net,         .60 

Goodrich.  Seavey's  Goodrich's  History  United  States. 

Sheldon.  net,        i.io 

Goodrich's   Celebrated   American    Indians 
(Youth's  Library  of  Biography).     Thomp- 
son.    6  vols.  6.00 
Gordon's  From  Lady  Washington  to  Mrs. 

Cleveland.     Lee  6°  S.  1.50 

Goss's  The  Soldier's  Story.      Lee  6°  S.  2.50 

Grant's  Me-       Grant's  Personal  Memoirs.     2  vols.     Web- 
moirs.  ster.  7.00 

Greeley's  American  Conflict.    2  vols.    Case.        9.00 
Green's    History   of   the    English    People. 

4  vols.     Harper.  10.00 

Greene's  Greene's   Historical  View  of  the  American 

Historical  Revolution.     Houghton.  1.50 

View.  Guest's  Handbook  of  English  History.    Lee 

&>  S.  net,         .75 

Hague's  A  Blockaded  Family  (Life  in 
Southern  Alabama  during  Civil  War). 
Houghfon.  i  .00 

Hale's  Franklin  in  France.    Roberts.    2  vols.        6.00 
Hale's  George  Washington.     Putnam.  1.75 


BOOKS  REFERRED  TO  IN  PART  II 


241 


SHORT   TITLE. 


Higginson's 
Young  Folks' 
History. 

Higginson's 

American 

Explorers. 

Higginson's 
Army  Life. 


FULL   TITLE. 

Hale's  Stories  of  Discovery.     Roberts. 

Male's  Stories  of  Invention.     Roberts. 

Hale's  Story  of  Massachusetts.     Lotkrop. 

Hawthorne's  Grandfather's  Chair.  Hough- 
ton.  $1.00.  Paper 

Haygood's  Our  Brother  in  Black.     Hunt. 

Headley's  Fighting  Phil.     Lee  &  S. 

Headley's  Young  Folk's  Heroes  of  the 
Rebellion :  Gen.  Grant,  Gen.  Sherman, 
Gen.  Sheridan,  Gen.  Mitchell,  Admiral 
Farragut,  John  Ericsson.  6  vols.  Lee 
&  S.  per  vol., 

Higginson's  Young  Folks'  History  of  the 
United  States.  Lee  &  S.  net, 


Higginson's  Young  Folks'  Book  of  Ameri- 
can Explorers.     Lee  &*  S.  net, 


Higginson's  Army  Life  in  a  Black  Regiment. 
Lee  6-  S. 


PRICE. 
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I.OO 
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Higginson's        Higginson's    History     of    United    States. 
United  States.     Harper. 

Higginson's     Young     Folks'     Series.      By 
Thomas  Wentworth  Higginson. 

1.  The  Legends  of  the  Northmen. 
Columbus  and  his  Companions. 

2.  Cabot  and  Verazzano. 

Strange  Voyage  of  Cabeza  De  Vaca. 

3.  French  in  Canada. 
Adventures  of  De  Soto. 


3-5° 


242 


A    PATHFINDER    IN    AMERICAN    HISTORY 


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4.  French  in  Florida. 

Sir  Humphrey  Gilbert. 

5.  The  Lost  Colonies  of  Virginia. 
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Champlain  on  the  Warpath. 

7.  Henry  Hudson  and  the  New  Netherlands. 

8.  The  Pilgrims  at  Plymouth. 
Massachusetts  Bay  Colony. 

(The  above  are  taken  from  "  Young  Folks' 
Book  of  American  Explorers.")  Lee  &>  S. 

each,          .15 
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vols.     Harper.  12.00 

Hinsdale's  Old  Northwest.     Silver.  2.50 

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Hollister's          Hollister's  History  of  Connecticut.    Belknap 
Connecticut.        &>  W.  2  vols.,  $5.00.     i  vol.,       3.00 

Hosmer's  Samuel  Adams  (American  States- 
men).    Houghton.  $1-25 
Huntingdon's     Stamford,     Conn,     (scarce.)        5.00 

Pub.  by  the  author. 

Irving's  Columbus,     i  vol.     Putnam.  1.50 

Irving's  Sketch  Book.     Putnam.  i.oo 

Johnson's  Old  French  War.     Dodd.  1.25 

Johnson's  War  of  1812.     Dodd.  1.25 

Johnston.  Johnston's  Shorter  History  of  United  States. 

Holt.  net,         .95 

Johnston's         Johnston's  History  of  Connecticut  (American 
Connecticut.        Commonwealths).     Hottghton.  1.25 

Johnston's  American    Politics.     Holt,    net,         .80 


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243 


SHORT  TITLE.  "FULL  TITLE.  PRICE. 

Johnston's          Johnston's    History  of   the    United'  States 
United  (for  schools).     Holt.  net,    .  i.oo 

States.  Johonnot's  Stories  of  Our  Country.     Amer- 

ican. .40 

Johonnot's  Ten  Great  Events  in  American 

History.  .54 

Johns  Hopkins  University  Studies.    Johns 

Hopkins  Press.     (The  prices  of  the  Nos. 

of  this  series  vary.) 
Jones's    New  York    in   the   Revolution.     2 

vols.     Appleton.  15.00 

King's  Campaigning  with  Crook.     Harper.        1.25 
Knox's    Life   of    Robert   Fulton.     Putnam.        1.75 

Lalor's  Cy-         Lalor's  Cyclopedia  of  Political  Science,  Po- 
clopedia.  litical  Economy,  and  Political  History  of 

the  United  States.     3  vols.     Merrill.  15.00 

Lee  and  Shepard's  Famous  Boy  Series. 
4  vols.  George  Washington  ;  Gen.  Banks ; 
Daniel  Boone ;  Benjamin  Franklin.  Lee 
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Lee  and  Shepard's  Daring  Deeds  Series : 
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of  Washington  (La  Fayette) ;  The  Great 
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each,        i.oo 


244 


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Lee  and  Shepard's  Rough  and  Ready  Series : 
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of  the  Slashes  (Henry  Clay) ;  The  Great 
Expounder  (Daniel  Webster).  5  vols. 
Lee  <&•>  S.  each,  i.oo 

Livermore's  My  Story  of  the  War.     Wor- 

thington.     Sold  by  subscription.  3-5° 

Lodge's  Daniel  Webster  (American  States- 
men).    Hmtghton.  1.25 
Lodge's  English  Colonies.     Harper.                     3.00 
Lossing's    Field   Book  of  the  Revolution. 

Harper.     2  vols.  14.00. 

Lossing's  Lossing's    History  of    the   Wai-   of    1812. 

War  of  1812.         Harper.  7.00 

Lossing.  Lossing's    School    History  of  the   United 

States.     Sheldon.  net,        1.28 

Lossing  (large).  Lossing's  History  of  the  United  States.     T. 

Belknap.  5.00 

Lossiug's  Mary  and  Martha  Washington.  2.50 

Lossing's  The  Two  Spies.     Appleton.  2.00 

Lowell's    (A.    L.),  Essays  on  Government. 

Houghton.  1.25 

Lowell's Hessiansof  the  Revolution.    Harper.       1.50 
Lowell's  (James  Russell)   Political   Essays. 

Houghton.  1.50 

MacCoun's    Historical    Geography  of    the 

United  States.     Silver,  net,         .90 

MacCoun's  Historical  Charts.     Silver,     net,     15.00 
Macy's  Our  Government.     Ginn.  -75 


BOOKS  REFERRED  TO  IN  PART  II       245 

SHORT   TITLE.  FULL   TITLE.  PRICE. 

Markham's  Colonial  Days.     Dodd.  2  oo 

Markham's  The  Sea  Fathers.     Casscll.    net,        1.25 
Martineau's  The    Peasant   and  the   Prince. 

Ginn.  .35 

McCarthy's    History   of   Our   Own  Times 

2  vols.     Harper.  2.50 

McMaster.  McMaster's  History  of  the  People  of  the 
United  States.  5  vols.  Vol.  I.,  II.,  III. 
now  ready.  Appleton.  each,  2.50 

Monroe.  Monroe's  Story  of  Our  Country.     Lee  6°  S. 

net,         .60 

Montgom-  Montgomery's  Leading   Facts  of  American 

ery.  History.     Ginn.  i.oo 

Montgom-  Montgomery's    Leading   Facts   of   English 

ery's  English         History.     Ginn.  1.12 

History. 

Montgom-          Montgomery's  Leading  Facts  of  French  His- 
ery's   French        tory.     Ginn.  1.12 

History.  Moorehead's  Primitive  Man  in  Ohio.    Put- 

nam. 3-oo 

Moore's  Colony  to  Commonwealth.     Ginn.         .60 
Morris's  Half     Morris's    Half   Hours  with  American  His- 
Hours.  tory.     2  vols.     Lippincott.  3.00 

Morse's    John    Adams    (American    States- 
men)-    Houghton.  1.25 
Nichol's  Story  of  the  Great  March.    Harper.       1.50 
Nicolay  and     Nicolay  and  Hay's   Life  of  Abraham  Lin- 
Hay's  Lin-              coin.     Sold     by    subscription:     10     vols. 
COln.                          Century.                                                                    30.00 
Nordhoff's   Politics  for  Young  Americans. 

American.  .75 


246 


A    PATHFINDER    IN    AMERICAN    HISTORY 


SHORT  TITLE.  FULL  TITLE.  PRICE. 

Nott's  Three  Judges. 

Old   South    Leaflets.     Heath. 

Single  numbers,         .05 
Double  numbers,         .06 
Parkman's     Jesuits     in     North     America. 
Little. 


Parkman's         Parkman's  La  Salle  and  the  Discovery  of 


La  Salle. 


the  Great  West.     Little. 


Parkman's         Parkman's  Pioneers  of  France  in  the  New 

Pioneers  World.     Little. 

of  France. 

Parkman's         Parkman's  Conspiracy  of  Pontiac.     2  vols. 

Pontiac.  Little. 

Parkman's  Montcalm  and  Wolfe.     2  vols. 

Little. 

Union  Philbrick's      American      Union      Speaker. 

Speaker.  Thompson.  net, 

Pratt.  Pratt's  American  History  Stories.    4  vols. 

Ed.  Pub.  each  net, 

Pratt's    Stories     of     Massachusetts.     Ed. 

Pub.  net, 

Pratt   and  Carver's  Our  Fatherland.     Ed. 

Pub.  net, 

Treble's  History  of  the  Flag  of  the  United 

States.     Houghton. 
Prescott's  Ferdinand  and  Isabella.     3  vols. 

Lippincott. 
Prescott's   Conquest    of    Mexico.     3   vols. 

Lippincott. 
Prescott's  Conquest  of  Peru.   2  vols.  Lippin- 

cott. 


1.50 
1.50 
1.50 

3.00 
3.00 
1.25 

•30 

.60 

•So 

7-50 

3-oo 

1.50 


BOOKS    REFERRED    TO    IN    PART    II 


247 


SHORT   TITLE.  FULL   TITLE.  PRICE. 

Richardson.        Richardson's     History     of     Our    Country. 

Houghton.  4.50 

Roosevelt's  The  Winning  of  the   West.     2 

vols.     Putnam.  5.00 

Roosevelt's  Naval  War  of  1812.     Putnam.         2.50 
Sabine's  Loyalists   of  the  American  Revo- 
lution.    2  vols.     Little. 


7.00 


Sanborn's 

John 

Brown. 

Sanford's 
Connecti- 
cut. 


Scudder. 

Scudder's 
Men  and 
Manners. 

Scudder's 
Short  His- 
tory. 

Scudder's 
Washington. 


Sanborn's  Life  and  Letters  of  John  Brown. 
Roberts. 

Sanford's  History  of  Connecticut.     Scran- 
ton. 
Schouler's   History  of  the  United  States  of 

America.     5  vols.     Dodd. 

Schurz's  Henry  Clay  (American  Statesmen). 
2  vols.  Houghton. 

Scudder's  History  of  United  States.  Shel- 
don, net, 

Scudder's  Men  and  Manners  in  America 
One  Hundred  Years  Ago.  Scribner. 


Scudder's  Short  History  of  United  States. 
Sheldon.  net, 


Scudder's  George  Washington.     Houghton. 


Shaler's  Our      Shaler's  Story  of  Our  Continent.     Ginn. 
Continent. 


2.OO 
II.2S 
2.50 
I.OO 

1.25 
.60 

•75 
•75 


248  A    PATHFINDER    IN    AMERICAN    HISTORY 

SHORT   TITLE.  FULL   TITLE.  PRICE. 

Sheldon-  Sheldon-Barnes's    United    States    History. 

Barnes.  Heath.  net,  1.12 

Sheridan's  Memoirs.     Webster.  6.00 

Sherman's  Memoirs.      Webster.  5.00 

Simms's  Life  of  Francis  Clarion.     Cooledge.  1.13 
Smede's  Memorials  of  a  Southern  Planter. 

Cits  kings.  1.50 

Smith's  Fa-        Smith's  One  Hundred  Famous  Americans, 
mous  Ameri-        Routledge.  2.00 

cans. 

Smith's  Sto-     Smith's   Stories  of   Persons  and  Places  in 
ries  of  Per-  America.     Kentledge.  1.50 

sons  and  Soley's  Sailor  Boys  of  '61.     Estes.  1.75 

Places.  Sparks's    American     Biography.       10  vols. 

Harper.  each,         1.25 

Spencer's     Narratives     of     Andersonville. 

Harper.  1.75 

Stuart's  Hartford  in  the  Olden  Time.    Eel- 
knap  &•  W.  Scarce. 
Sumner's     Andrew     Jackson      (American 

Statesmen).     Houghton.  1.25 

Sumner's  Works.     Lee  &*  S.     15  vols.  45.00 

Model  His-        Taylor's    Model    History.     Geo.    Sherwood 
tory.  &  Co.,  Chicago. 

Teft's     Webster    and    His     Masterpieces. 

Porter.  -75 

Thalheimer's     Thalheimer's  Eclectic  History  of  the  United 
Eclectic.  States.     American.  i.oo 

Thwaites's  Colonies,  1492-1750.     Longmans.        1.25 


BOOKS    REFERRED    TO    IN    PART    II 


249 


SHORT   TITLE.  FULL   TITLE.  PRICE. 

Towle's  Towle's  Heroes  and  Martyrs  'of  Invention. 

Heroes  and  Let  &>  S.  i.oo 

Martyrs.  Towle's  Heroes  of  History  :  Vasco  da  Gama, 

Pizarro,  Magellan,  Marco  Polo,  Raleigh, 
Drake.     6  vols.     Lee  6°  6".  per  vol.,         1.25 

School  edition,  boards.  net,          .60 

Towle's    Young    People's   History  of  Eng- 
land.    Lee  &>  S.  net,          .60 

Trent's  William  Gilmore  Simms  (American 

Men  of  Letters).     Houghton.  1.25 

Tuttle's  Boy's  Book  about  Indians.    Lippin- 

cott.  1.50 

Twichell's  John  Winthrop  (Makers  of  Amer- 
ica).    Dodd.  i.oo 

Von   Hoist's  John  C.   Calhoun  (American 

Statesmen).     Houghton.  1.25 

Von   Hoist's   Constitutional   History  of  the 

United  States.  7  vols.    Callaghan.  per  set,      23.5° 

Walker's  Thomas  Hooker  (Makers  of  Amer- 
ica).    Dodd.  i.oo 

Warner's  Captain  John  Smith.     Putnam.  1.25 

Watson's  Boston  Tea  Party.    Lee&S.    net,          .30 
Watson's  Watson's    Noble    Deeds   of   Our    Fathers. 

Noble  Lee  6°  S.  net,  .30 

Deeds.  Watson's  Friend  of  George  Washington  (La 

Fayette).     Lee  &>  S.  i.oo 

Watson's    Great  Peacemaker  (Penh).     Lee 

&>  S.  i  .00 

Weeden's  Economic  and  Social  History  of 

New  England.     2  vols.     Houghton.  4.50 

Wilson's        Congressional        Government. 

Houghton.  1.25 


250 


A    PATHFINDER    IN    AMERICAN    HISTORY 


SHORT    TITLE.  FULL   TITLE.                                             PRICE. 

Winsor's  His-  Winsor's  Narrath  ?  and  Critical   History  of 

tory  of  America.     Sold  by  subscription.     8  vols. 

America.  Houghton.                                        each  net,         5.50 

Winsor's  Winsor's  Christopher  Columbus.     Hough- 

Columbus.  ton.                                                                       4.00 

Wright's  Wright's   Children's    Stories   in   American 

American  History.     Scribner.                                               1.25 
History. 

"Wright's  Wright's  Children's   Stories   of    American 

American  Progress.     Scribner.                                             1.25 

Progress.  Yonge's  History  of  England.     Estes.                   1.50 


BOOKS  TO   BUY  FIRST. 

IN  making  out  the  following  list,  we  have  kept  in  mind 
those  books  written  especially  for  young  people.  Our 
readers  need  not  be  surprised,  then,  to  find  no  mention  of 
standard  histories.  Our  aim  is  to  point  out  to  the  teacher 
books  that  are  especially  suitable  for  use  in  the  elementary 
stages — books  that  a  large  percentage  of  children  from 
ten  to  thirteen  years  old  will  keenly  enjoy  reading.  Most 
of  these  books  can  be  bought  for  a  small  sum.  We  sug- 
gest that  teachers  encourage  children  to  begin  at  an  early 
age  forming  libraries  of  their  own.  Many  of  them  will 
like  the  suggestion  and  will  heartily  respond.  In  some 
places  where  the  authorities  are  not  liberal  enough  to  get 


A    PATHFINDER    IN    AMERICAN    HISTORY          251 

such  books  for  the  school,  it  will  be  an  excellent  plan  to 
ask  the  children  to  contribute  to  a  small  library  fund.  By 
doing  this,  a  teacher  of  tact  and  enthusiasm  will  soon  find 
the  school  library  growing,  and  best  of  all,  the  children's 
interest  in  history  and  good  literature  increasing  day  by 
day. 

Dodge's  Stories  of  American  History. 

Higginson's  Young  Folks'  History  of  the  United  States. 

Monroe's  Story  of  Our  Country. 

Young  Folks'  Series,  8  parts,  American  Explorers. 

Pratt's  American  History  Stories. 

Eggleston's  First  Book  in  American  History. 

Eggleston's  History  of  the  United  States. 

Johonnot's  Stories  of  Our  Country. 

Scudder's  Short  History  of  the  United  States. 

BlaisdelPs  Stories  of  the  Civil  War. 

Historical  Classic  Readings. 

Oilman's  Historical  Readers. 

Montgomery's  Leading  Facts  of  American  History. 

Wright's  Children's  Stories  in  American  History. 

Wright's  Children's  Stories  of  American  Progress. 

Richardson's  History  of  Our  Country. 

Abernethy's  Franklin's  Autobiography. 

Coffin's  Old  Times  in  the  Colonies. 

Coffin's  Boys  of  '76. 

Coffin's  Building  the  Nation. 

Champlin's  Young  Folks'  History  of  the  War  for  the  Union. 

Barnes's  One  Hundred  Years  of  American  Independence. 

Scudder's  George  Washington. 

Fiske's  War  of  Independence. 

Ellis's  Youth's  History  of  the  United  States. 

Higginson's  Young  Folks'  Book  of  American  Explorers. 

Hawthorne's  Grandfather's  Chair. 

Cooke's  Stories  of  the  Old  Dominion. 

Longfellow's  Evangeline. 


KEY  TO    PUBLISHERS'    NAMES. 


[THIS  is  a  full  list  of  all  publishers  whose  books  are  named  in  our  lists  oi 
reference  books  and  historical  stories.] 

American :  American  Book  Co.,  New  York. 
Allyn  :  Allyn  &  Bacon,  Boston. 
Appleton :  Appleton,  D.  &  Co.,  New  York. 
Barnes  :  Barnes,  A.  S.  &  Co.,  New  York. 
T.  Belknap:  Belknap,  Thomas,  Hartford,  Conn. 
Belknap  &  W. :  Belknap  &  Warfield,  Hartford,  Conn. 
Case:  Case,  O.  D.  &  Co.,  Hartford,  Conn. 
Cassell:  Cassell  Publishing  Co.,  New  York. 
Callaghan:  Callaghan  &  Co.,  Chicago. 
Clarke:  Clarke,  W.  B.  &  Co.,  Boston. 
Chatto :  Chatto  &  Windus,  London. 
Century:  Century  Co.,  New  York. 
Cooledge :  Cooledge,  G.  F.  &  Brother,  New  York. 
Crowell:  Crowell,  Thomas  Y.  &  Co.,  New.  York. 
Cushings:  Cushings  &  Bailey,  Baltimore,  Md. 
Dillingham :  Dillingham,  G.  W.,  New  York. 
Dodd :  Dodd,  Mead,  &  Co.,  New  York. 
Dorr,  H. :  Dorr,  Rowland,  &  Co.,  Worcester,  Mass. 
Ed.  Pub. :  Educational  Publishing  Co.,  Boston. 
»:  Estes  &  Lauriat,  Boston. 

253 


254          A    PATHFINDER    IN    AMERICAN    HISTORY 

Fords :  Fords,  Howard,  &  Hulbert,  New  York. 

Ginn:  Ginn  &  Co.,  Boston. 

Harper :  Harper  &  Brothers,  New  York. 

Heath:  Heath,  D.  C.  &  Co.,  Boston. 

Hodges:  Hodges,  N.  D.  C.,  New  York. 

Holt :  Holt,  Henry,  &  Co.,  New  York. 

Houghton:  Houghton,  Mifflin,  &  Co.,  Boston. 

Hunt :  Hunt  &  Eaton,  New  York. 

Hurd:  Hurd  &  Houghton,  now  Houghton,  Mifflin,  &  Co.,  Boston. 

Interstate  :  Interstate  Publishing  Co.,  Boston. 

Johns  Hopkins  Press  :  Johns  Hopkins  Press,  Baltimore,  Md. 

Judd:  Judd,  Orange,  Co.,  New  York. 

Leach :  Leach,  Shewell,  &  Sanborn,  Boston. 

Lee  &  S. :  Lee  &  Shepatd,  Boston. 

Lippincott:  Lippincott,  J.  B.  L.,  Co.,  Philadelphia. 

Little:  Little,  Brown,  &  Co.,  Boston. 

Longmans :  Longmans,  Green,  &  Co.,  New  York. 

Lothrop :  Lothrop,  D.,  Co.,  Boston. 

Lovell:  Lovell,  A.  &  Co.,  New  York. 

Macmillan:  Macmillan  &  Co.,  New  York. 

Maynard :  Maynard,  Effingham,  &  Co.,  New  York. 

McClurg :  McClurg,  A.  C.  &  Co.,  Chicago. 

Merrill:  Merrill,  C.  E.  &  Co.,  New  York. 

Phillips:  Phillips,  Sampson,  &  Co.,  Boston. 

Porter  :  Porter  &  Coates,  Philadelphia. 

Putnam:  Putnam's  (G.  P.)  Sons,  New  York. 

Roberts  :  Roberts  Bros.,  Boston. 

Routledge :  Routledge,  Geo.  &  Sons,  New  York. 

Scranton:  Scranton,  S.  S.  &  Co.,  Hartford,  Conn. 

Scribner:  Scrmner's  (Chas.)  Sons,  New  York. 

Silver:  Silver,  Burdett,  &  Co.,  Boston. 

Stokes:  Stokes,  F.  A.,  Co.,  New  York. 

Sun:  Sun  Publishing  Co.,  St.  Louis,  Mo. 


KEY  TO  PUBLISHERS'  NAMES  255 

Sheldon :  Sheldon  &  Co.,  New  York. 
Thompson:  Thompson,  Brown,  &  Co.,  Boston. 
Ware :  Ware,  William,  &  Co.,  Boston. 
Webster:  Webster,  Chas.  L.  &  Co.,  New  York. 
Worthington :  Worthington,  A.  D.  &  Co.,  Hartford,  Conn. 


INDEX  TO   PART  I. 


[THIS  index  refers  only  to  the  topics  found  under  ''  Preparatory  Work  in  His- 
tory." The  Table  of  Contents,  at  the  beginning  of  the  book,  will  enable  the  reader 
easily  to  find  anything  else  in  it.] 


Adams,  Samuel,  72. 

Henry,  Patrick,  72. 

Alabama,  the,  88. 

Hudson,  Henry,  63. 

Andr£,  77. 
Arnold,  Benedict,  77. 

Huguenots,  the,  61. 

Indians,  the,  56. 

Bacon,  63. 

Balboa,  58. 

Jackson,  Andrew,  and  nullification,  82. 

Baltimore,  Lord,  66.                                _ 

Jackson,  Stonewall,  88. 

Boone,  Daniel,  and  the  Indians,  78.  ^ 

Jefferson,  Thomas,  and  the  Declaration, 

Brooks  and  Sumner,  85. 

74- 

Brown,  John,  at  Harper's  Ferry,  85. 
Bunker  Hill,  73. 

Jefferson,  Thomas,  and  the  masses,  80. 
Jesuits,  the,  68. 

Burr,  Aaron,  79. 

Jones,  John  Paul,  76. 

Cabots,  the,  59. 
Calhoun,  John  C.,  81. 
Cartier,  61. 

La  Salle,  69. 
Lee,  Charles,  75. 
Lee,  Robert  E.,  and  Appomattox,  90. 

Lewis,  80. 

Charter,  story  of  the,  in  Connecticut,  67. 
Cherokees,  story  of  the.  82. 

Lincoln,  Abraham,  and  secession,  86. 
La  Fayette,  75. 

Clarke,  80. 
Clay,  Henry,  80. 
Colonial  days  in  Connecticut,  67. 
Colonial  days,  old,  71. 
Columbus,  57. 
Connecticut,  settlement  of,  66. 
Cortez,  58. 

Marion  and  the  Partisans,  78. 
Marquette,  Father,  68. 
Massacre,  Boston,  72. 
Mayflower,  the,  64. 
McClellan  and  Richmond,  87. 
Merrimack,  the,  87. 
Monitor,  the,  87. 

Davis,  Jefferson,  and  King  Cotton,  86. 
De  Soto,  59. 
De  Vaca,  Cabeza,  59. 
Drake,  60. 

Mormons,  the,  84. 
Morris,  Robert,  78. 
Morse  and  the  telegraph,  84. 
Mound-builders,  the,  56. 

Flag,  our,  75. 
Franklin,  Benjamin,  69. 

Narvaez,  58. 
New  Haven,  the  settlement  of,  66. 

Fulton  and  the  steamboat,  79. 

Perry's  Victory,  81. 
Penn,  William,  67. 

Gettysburg,  the  battle  of,  88. 
Gold,  the  discovery  of,  in  California,  84. 

Philip,  King,  65. 
Pilgnms,  the,  64. 

Gosnold,  61. 

Pizarro,  58. 

Grant,  U.  S.,  89. 

Pontiac,  71. 

- 

Prescott,  73. 

Hale,  Nathan,  74. 

Prison-life  in  the  South,  88. 

Hamilton,  Alexander,  79. 

Putnam,  Israel,  70. 

257 


258 


INDEX    TO    PART    I 


Quakers,  the,  67. 

Railroads,  story  of  the,  81. 
Railroad,  underground,  85. 
Raleigh,  Sir  Walter,  60. 
Revere,  Paul  73. 

Seminoles,  story  of  the,  82 
Sheridan,  Phil,  89. 

Sherman  and  the  march  to  the  sea,  89. 
Slavery,  story  of,  82. 
Smith,  John,  62. 
rt,  Jeb,  87. 


Stua 
Sumner, 


,85. 


Tea-Party,  Boston,  73. 
Tecumseh  and  the  prophet,  80. 

Uncle  Tom's  Cabin,  85. 
Valley  Forge,  75, 

Washington,  George,  69. 

Warren,  73. 

Webster,  Daniel,  and  the  Union,  81. 

Whitney,  Eli,  and  the  cotton-gin,  79. 

Whitman,  Dr.,  and  Oregon,  85. 

Williams,  Roger,  65. 

Wolfe,  7.. 


BIOGRAPHICAL  INDEX  TO   PART  II. 


Abercrombie,  52. 
Adams,  Chas.  Francis,  177,  178. 

Conway,  62,  70,  85,  86. 
Corey,  Giles,  33. 

Adams,  John,  73,  77,  86,  134,  136. 

Cornwallis,  70,  81,  82,  102,  103. 

Adams,  Mrs.  John,  134. 

Cortez,  10,  n,  12. 

Adams,  John  Quincy,  148,  149,  154,  155. 
Adams,  Samuel,  61,  62,  66,  67,  68,  77,  86, 

Crandall,  Prudence,  151,  154. 
Cromwell,  Oliver,  25. 

92. 

Custer,  General,  202. 

Allen,  Ethan,  72. 

Ames,  Fisher,  131. 

Da  Gama,  8. 

Andre^  John,  91,  94. 

Dale,  22. 

Arnold,  Benedict,  70,  86,  88,  89,  91,  93,  102. 
Arthur,  Chester  A.,  211,  212. 

Darrah,  Lydia,  82,  84. 
Davenport,  Abraham,  36. 

Davis,  Jefferson,  172,  176,  181,  194,  196. 

Bacon,  Nathaniel,  22,  25. 

197. 

Balboa,  10,  n. 

Deane,  Silas,  77. 

Baltimore,  Lord,  37. 

De  Leon,  n. 

Barre",  Isaac,  61,  62. 

De  Soto,  n,  14,  15. 

Bates,  Rebecca  and  Abigail,  144. 

De  Vaca,  Cabeza,  n,  14. 

Beecher,  Henry  Ward,  171,  179. 

Dorr,  Ebenczer,  71. 

Berkeley,  Governor,  22,  25. 
Boone,  Daniel,  44,  130,  131. 
Booth,  John  Wilkes,  196,  197. 

Douglass,  Stephen  A.,  163. 
Drake,  Sir  Francis,  16,  17. 

Braddock,  General,  50,  51,  52. 

Early,  193. 

Brant,  6,  93    100. 
Brooks,  Preston  S.,  163. 

Edison,  Thos.,  202. 
Elizabeth,  Queen,  20,  24. 

Brown,  John,  164,  165. 

Ellsworth,  171. 

Buchanan,  James,  163,  164,  165,  168. 
Burgoyne,  General,  70,  83,  88,  89,  90,  92. 

Eliot,  John,  32. 
Endicott,  John,  31. 

Burke,  Edmund,  67. 

Ericsson,  175,  176. 

Burlingame,  Anson,  163. 

Burns,  John,  and  Jenny  Wade,  187,  188. 

Farragut,  Admiral,  182. 

Burnside,  General,  188. 

Ferdinand,  8. 

Burr,  Aaron,  135,  136,  138. 
Butler,  Benjamin  F.,  181,  182. 

Field,  Cyrus  W.,  199. 
Fillmore,  159,  160. 

Cabot,  John,  16,  18,  19,  24. 

Fox,  George,  39. 
Franklin,  Benjamin,  46,  77,  86,  88,  89,  90, 

Calhoun,  John  C.,  150,  151,  152,  153. 
Camden,  62. 
Carson,  Kit,  203. 

Frederic  (of  Prussia),  203. 
Fremont,  John  C.,  157. 

Cartier,  J.,  42. 
Champlain,  41,  42,  43. 

Frietchie,  Barbara,  186,  187. 
Frobisher,  19. 

Charles  II.,  36. 

Fulton,  Robert,  135,  136. 

Clarke,  George  Rogers,  100,  101,  105,  135, 

'36,  137- 
Clay,  Henry,  140,  143,  150,  151,  152,  153, 

Garfield,  Jas.  A.,  211,  212. 
Garrison,  Wm.  Lloyd,  150,  151,  154. 

161. 

Gates,  Horatio,  85,  86. 

Cleveland,  Grover,  156,  213,  214. 

George  III.,  60,  61,  62,  66,  75,  90,  103. 

Clinton,  Governor,  149. 
Columbus,  7,  8,  9. 

Georgfe,  Henry,  214. 
Germain,  Lord  Geo.,  93,  140. 

259 

260 


BIOGRAPHICAL    INDEX   TO   PART   II 


Gosnold,  25. 
Grant,  U.  S.,  4,  '81,  191,    192,  193,  201, 

Mason  (and  Dixon),  38,  39,  165. 
Mason  (and  Slidell),  175. 

202,  204. 

Massasoit,  29. 

Greene,  General,  70,  86,  101,  162. 

Maximilian,  178,  198,  201. 

Melendez,  21. 

Hale,  Nathan,  78,  79,  91,  94. 
Hamilton,  Alexander,  133,  136,  137,  138. 
Hancock,  John,  65. 

Minuit,  Peter,  27. 
Monroe,  James,  146,  147. 
Montcalm,  General,  52. 

Harrison,  Benjamin,  214. 

Montezuma,  10,  n,  12. 

Harrison,  Wm.  H.,  156,  157. 

Morgan,  Daniel,  101. 

Hart,  Nancy,  99. 
Hastings,  Warren,  92. 
Hayes,  Rutherford  B.,  210. 

Morgan,  General,  218. 
Morris,  Robert,  70,  79,  80,  81,  86,  102. 
Morse,  S.  F.  B.,  156. 

Hayes,  Mrs.  Rutherford,  210. 

Murray,  Mrs.,  78. 

Hayne,  Robert,  152. 

Henry  VII.,  9,  16. 
Henry  VIII.,  24. 

Narvaez,  n. 
Napoleon  I.,  88,  135,  178. 

Henry,  Patrick,  60,  61,  66,  69,  71,  92. 

Napoleon  III.,  178,  201. 

Hooker,  Thomas,  35,  36. 

Howe,  Elias,  156. 

Oglethorpe,  39,  40. 

Howe,  General,  70,  83,  84. 

Osceola,  151. 

Hudson,  Henry,  22,  27,  28. 

Hutchinson,  Mrs.  Anne,  32,  33. 

Penn,  William,  38,  39. 

Hutchinson,  Governor,  97. 

Perry,  O.  H.  138,  142,  143,  144,  162,  163. 

Isabella,  Queen,  8. 

Philip,  King,  6,  33,  34,  206. 
Phillips,  Wendell,  154,  155,  161. 

Pickens    101 

Jackson,  Andrew,  143,  146,  150,  151,  152, 

Pickett,  188,  189. 

153,  154,  168. 

Pierce,  Franklin,  162. 

Jackson,  "  Stonewall,"  184,  188. 

Pitcher,  Molly,  82. 

James  I.,  22. 

Pitt,  William,  52,  53,  54,  62. 

Jefferson,  Thomas,  134,  136,  137,  138,  141, 

Pizarro,  i  i,  14. 

149. 

Pocahontas,  22,  23,  25. 

Johnson,  Andrew,  178,  198,  199,  200. 

Pontiac.  6,  58,  59,  207. 

Jones,  John  Paul,  70,  96. 

Polk,  Jas.K.',  .57. 

Polk,  Mrs.  Jas.  K.,  158. 

Knox,  General,  97. 

Polo,  Marco,  8. 

Powhatan,  23. 

LaFayette,  82,  84,  86,  102,  103,  146,  147, 

Pulaski,  89. 

149. 

Putnam,  Israel,  62,  72,  74. 

LaSalle,  43,  44,  45. 

Lee,  Arthur,  77. 

Rachel,  Aunt,  160. 

Lee,  Charles,  80,  81,  83,  84,  85,  86. 

Raleigh,  Sir  Walter,  17,  18,  20. 

Lee,  Henry,  101. 
Lee,  Robert  E.,   101,   186,   187,  188,  197, 

Revere,  Paul,  70,  71,  72,  74. 
Russel,  Lord  John,  178. 

198. 

Lewis  (and  Clarke),  135,  136,  137. 
Lincoln,  Abraham,  87,  163,  164,  165,  169, 

Schuyler,  88. 
Scott,  Dred,  163. 

184,  185,  188,  191,  195,  196,  197,  198. 

Scott,  General,  168. 

London,  General,  52. 

Semmes,  177. 

Lovejoy,  151,  154,  155. 
Loyola,  44. 

Sevier,  John,  101. 
Shelburne,  162. 

Lundy,  Benjamin,  150,  154. 

Sheridan,  General,  192,  193,  194. 

Sherman,  General,  194,  195,  196. 

McClellan,  George  B.,  183,  184,  185,  186, 

Slidell  (&  Mason),  175. 

187,  195. 

Smith,  John,  22,23,  24,  25. 

MacDonough,  Commodore,  138,  142,  145. 
McDowell,  General,  185. 

Smith,  Joseph,  155. 
Standish,  Myles,  29,  30,  31. 

Madison,  James,  139,  141,  143. 
Madison,  Mrs.  James,  139. 

Stanton,  Edwin  M.,  197. 
Stark,  General,  188. 

Magellan,  14. 
Marion,  Francis,  99,  100,  101. 

Stephens,  Alexander,  171. 
Stephenson,  George,  148,  151. 

Marquette,  Father,  43,  44. 

St.  Leger,  88. 

•4 

BIOGRAPHICAL    INDEX    TO    PART    II 


26l 


Stuart,  "  Jeb,"  184. 
Stuyvesant,  Peter,  27,  28,  29. 
Sumner,  Charles,  162,  163,  165. 
Sumter,  General,  99,  101. 

Taylor,  Zachary,  158,  159,  161. 
Tecumseh,  6,  138,  140. 
Trumbull,  Jonathan,  65. 
Tyler,  John,  156. 

Van  Buren,  Martin,  155. 
Verrazano,  16. 

Warren,  General,  72,  73,  74. 


Washington,  George,  46,  62,  73,  78,  79, 
80,  82,  83,  84,  85,  86,  87,  88,  90,  102, 
129,  130,  131,  132,  136. 

Washington,  Mary  and  Martha,  51. 

Washington,  William,  101. 

Webb,  General,  52. 

Webster,  Daniel,  149,  151,  152,  153,  161. 

Wesleys  The,  40. 

Whitefield,  40. 

Whitman,  Dr.,  157. 

Whitney,  Eli,  130,  131. 

Whittier,  John  G.,  154. 

Williams,  Roger,  31,  32,  33,  34. 

Wolfe,  General,  53,  54. 


23  85 


This  book  is  DUE  on  the  last  date  stamped  below 


OC*   3     1930 
JUI  tf  1931 

JAN  15  1948- 

APR01 


SSI 


>rm  L-9-35m-8,'28 


.78.2 


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history 


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